Problematic behaviors impede young children’s ability to succeed in the classroom. Examining individual patterns of behavior problems allows researchers to identify profiles of students most in need of support. This study applied latent profile analysis (LPA) among a national sample (N = 2764) of American prekindergarten children and found six distinct behavior profiles, which differed in the severity and type (underactive vs. overactive) of behavior problems and the classroom contexts in which problem behaviors arose (peer, learning, and teacher contexts). (author abstract)