This study intends to make a general assessment of preschool children’s language skills, emotional intelligence and kindergarten adjustment, and to examine gender-based differences and find out what bearing language skills and emotional intelligence have on kindergarten adjustment. The subjects of this study comprise 38 preschool children aged 4 - 16 boys and 22 girls - from 2 kindergartens in Seoul. The study tools used are receptive and standard vocabulary examination and preschool children’s emotional intelligence assessment and kindergarten adjustment scales. Average calculation, standard deviation, and t-test are performed on the collected data. The findings of this study are as follows. First, preschool children’s language skills and emotional intelligence have few if any gender-based differences, while girls score significantly higher than boys in terms of adjustment to kindergarten daily routine, a subcategory of kindergarten adjustment. Second, the result indicated that children’s with high receptive and expressive vocabulary score are more likely to adjust kindergarten well. There are significant differences in two area(prosocial behavior, ego strength) of kindergarten adjustment according to children’s vocabulary score. Third, there are significant differences in all kindergarten adjustment according to emotional intelligence score.