The purpose of this quasi- experimental, survey research was to examine the potential effects of frustration, low confidence, and inconsistent discipline, on the development of communication skills, and aggression in four year old children. This quantitative study utilized a cross sectional design, and participants included a convenience sample of 49 teachers, parents, and four- year old children from a public preschool in the southern United States. Data from the Parent Relationship Questionnaire and the Behavioral Assessment System for Children-2nd Edition were analyzed using multiple regression. Although no statistically significant relationships were noted between the independent variables (parental relational frustration, low confidence and discipline practice) and dependent variables (aggression and communication development), this study may provide useful information to educators and parents who are seeking ways to prepare children for learning and school success. Important social change implications include improved behavior and improved functioning and communication skills as well as less stress and frustration within families.