The study found that Latino/a students who were not proficient in English at the end of first grade had significantly higher rates of externalizing symptoms (e.g., argumentative, instigates fights, gets angry, and acts impulsively) than their English-proficient counterparts by the end of third grade. Latino boys were consistently associated with higher ratings of such problem behaviors at each time point. Family poverty and place of birth were significantly related to emotional problems (e.g., anxiety, loneliness, low self-esteem, and sadness) at specific time points. By third grade, however, the poverty effect disappeared. Being born in the United States was associated with higher ratings of emotional problems. It may be that Latino/as are conflicted by being bicultural, such that they may feel a lack of identity and self-esteem associated with either culture. The sample consisted of the 2,840 children identified as Hispanic by their parents/caregivers in the ECLS-K dataset. The sample was fairly evenly divided by gender. The longitudinal design incorporated repeated measures from the beginning of the kindergarten year through the end of the third grade. English language proficiency was measured with the English Oral Language Development Scale. Four items were used to measure emotional problems, and five items pertained to problem behaviors. Data were also obtained on place of birth, family poverty, and parental educational attainment. 4 tables and 75 references