Executive function is understood as an umbrella term encompassing a number of interrelated sub-skills necessary for purposeful, goal-directed activity. Research suggests a vital role for executive function in children's social-emotional development. However, executive function is rarely considered in models of intervention programs that attempt to promote social-emotional competence. This article reviews the literature linking executive function to children's social-emotional development, and proposes three testable models by which executive function may affect interventions: As a mediator, moderator, and outcome of intervention effects. Finally, the paper discusses important implications and future directions for this research.