This article briefly explores current knowledge of how language factors may be related to stuttering in children. Pertinent research and relevant clinical data regarding concomitant speech and language problems are reviewed, along with theoretical models developed to explain this interrelationship. A framework is presented for the differential evaluation of children who stutter that involves four areas of assessment: (1) case history, (2) fluency assessment, (3) language skills assessment, and (4) parent-child interaction, with the greatest emphasis on the third component. Special attention is focused on the identification of language deficits, which may be significant in children who stutter, with consideration for treatment.