Language and socioemotional growth are tightly interwoven in the early childhood years. This chapter discusses the effects of read-alouds embedded in an intervention curriculum, Opening the World of Learning (OWL), on language and socioemotional growth for prekindergarten children from low-income homes in the Southeastern United States. Children with lower language ability experienced a substantial reduction of problem behaviors in comparison with their peers with typical language, as measured by the Social Skills Rating System (SSRS). Additionally, teachers’ socioemotional talk as measured by mental-state verb use during read-alouds was related to children’s social skills ratings. Specifically, increased use of emotion-focused talk was positively related to children’s social skills scores. These findings are discussed while also addressing the important relations between children’s experiences in prekindergarten read-alouds in relation to their socioemotional and language growth.