Young Hispanic children make up an increasing percentage of children enrolled in preschools; however, little is known about the effects of adversity on their preschool outcomes. This pilot study uses descriptive, correlational, and hierarchical multiple regression analyses to explore the relationship between cumulative adversity, teacher-rated and observed measures of self-regulation, and student-teacher conflict in a predominately Hispanic preschool sample. More than 50% of preschoolers in the study had experienced at least one type of adversity. Results suggest that preschooler's exposure to cumulative adversities may negatively predict both teacher-rated child self-regulation and the student-teacher relationship, indicating that early adversity negatively impacts children's socioemotional skills as well as their relationships with their teachers. This pilot study supports the need for future research expanding on the role of adversity in the preschool context, particularly for Hispanic children.