Using a sample of 134 kindergarten children, aged three to five, social problem solving abilities were examined using a hypothetical-response test. Two contrasting pictorical stimuli, based on everyday conditions depicting quarrel and cooperative situations, were verbally presented by students in psychology, one-to-one, to each child. In accordance with preestablished parameters, six estimates of the social problem solving abilities were obtained: (1) The total number of solutions; (2) The number of antisocial solutions; (3) The number of prosocial solutions; (4) The number of assertive solutions; (5) The number of solutions through referral to external intervention; and (6) The number of negative solutions. The teachers' numerical rating scale was used in order to assess each child's social competence. Through factor analysis, four factors from the teachers' rating scale were chosen for examination: (1) Social participation; (2) Dominance; (3) Cooperation; and (4) Attachment. The total number of solutions and social participation were marginally correlated (e.g., r=.26,.25), particularly for the group of five-year-old children.