Children with Attention Deficit / Hyperactivity Disorder (ADHD) are usually identified after the age of six. (Parr et al., 2003). This may be due to the fact that the primary symptoms of the disorder (hyperactivity, impulsivity, inattention) are difficult to distinguish from normal developmental characteristics of the preschool period, and are not yet considered impairing by the parents. However, primary symptoms of ADHD are often accompanied by associated difficulties, like speech and language problems (Szatmari et al., 1989) that are easily distinguishable from normal developmental delays. Moreover, several studies have shown that speech and language problems may be precursors of subsequent learning difficulties at school (Mash & Wolfe, 1999). This study aimed to identify the relationship between AD/HD and language difficulties in preschool children. Parent ratings were obtained form a non-clinical sample for 188 children (mean age = 57.1 months). Two questionnaires were used: a) The “Strengths and Difficulties Questionnaire” (SDQ) (Goodman, 1997), in order to screen for the possibility of ADHD and b) a questionnaire for the assessment of language and speech difficulties. Children with ADHD were found to present significantly more frequently speech and language problems than “normal” peers or children with other kind of difficulties (r= .30, p<.01). Given the significant correlation between ADHD and speech problems, it seems that the assessment even of minor speech and language difficulties during the preschool period is an important key element for the early identification of ADHD before the age of 6 and the prevention of learning difficulties.