study Recent evidence shows that children with Developmental Language Disorder (DLD) may have impairments in developmental domains other than language. Studies in Spanish-speaking preschoolers are scarce, especially in the socio-emotional and motor dimensions. The objectives were to compare cognitive, motor, socio-emotional, and language development between preschoolers with DLD and typical development (TD), and to correlate their language skills with other dimensions. Forty children with a mean age of 56 months were divided into two groups: 20 with DLD and 20 with TD. Comparisons were made using the Test de Aprendizaje y Desarrollo Infantil (TADI), and it was found that children with DLD scored significantly lower on all scales. When examining the correlations, the relationship between motor skills and receptive grammar is noteworthy in both samples. The results suggest the need for an approach that considers the dimensions of development and promotes the well-being of these children.