This study used data from 356 children, their mothers, teachers, and peers to examine the longitudinal and dynamic associations among 3 dimensions of social competence derived from Hinde's (1987) framework of social complexity: social skills, peer group acceptance, and friendship quality. Direct and indirect associations among each discrete dimension of social competence and emotion regulation were also examined. The results suggest that there are important distinctions among the dimensions of social competence as they relate to one another and to emotion regulation. Model comparisons provided evidence of cascading and reciprocal effects among the variables, demonstrating complex associations that are ongoing across middle childhood. Specifically, there were cascading effects from emotion regulation abilities at age 5 years to social skills at age 7, which was then associated with age 10 outcomes of more positive friendship quality, greater peer acceptance, and greater emotion regulation.