Examined were preschoolers' naturally occurring behaviors during their attempts to gain, maintain, and regain materials, space, and peers' attention/interaction in the classroom. The major question addressed was, Are there differences between "most" and "least" competent preschoolers in terms of (1) frequency and type of problem involvement, and (2) the number and type of strategies used to resolve problems? Subjects were 28 children attending one of four Head Start classrooms in two geographical locations. Teachers rated children's social behavior on two instruments: Kohn's Social Competence Scale (KCS) and the Hahnemann Preschool Behavior Rating Scale (HPBS). (The KCS measures interest/participation and cooperation/compliance, while the HPBS measures emotionality, impatience, and aggression.) The 14 least competent children were those who ranked lowest on cooperation/compliance and highest on all three factors of the HPBS. The 14 most competent children were those who ranked highest on both factors of the KCS and average on aggression and impatience. Using a focal child/time-sampling procedure, children were observed for fifty 1-minute intervals. A total of 16 strategies for solving problems and 4 general categories of behavior not related to problems were observed; additionally, a written record was made of several dimensions of observed behaviors. Results indicated differences in strategies most and least competent preschoolers used to solve interpersonal problems. (RH)