Given existing gendered stereotypic assumptions regarding shyness and children’s schoolcompetencies, this study explored relations among socioemotional competencies, self-perceptions,and receptive vocabulary in shy children. Ninety-one Canadian children (52 girls, 39 boys; 5-8 years)were classified as shy (n = 26) based on teachers’ behavioural ratings (n = 8), and completed selfperceptionand vocabulary measures. Compared to their non-shy peers, shy children reported lowerlevels of self-worth, and were rated by their teachers as more aggressive. Shy girls scored the loweston the vocabulary task, and received the highest teacher emotional competence ratings. Shy boysscored the highest on the vocabulary task, and received the lowest emotionally competence ratings.Gender-role stereotypes and shyness and their educational implications are discussed.