The purpose of this study was to determine how low-income socioeconomic status (SES) African American preschool students perform in receptive vocabulary with respect to sex differences and to examine how the research sample as a whole compared with the normative mean of the Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4; Dunn & Dunn, 2007). Method: Thirty preschoolers, 15 boys (M = 4.53 years, SD = .28 years) and 15 girls (M = 4.52 years, SD = .27 years), were randomly selected from public schools in three Louisiana parishes and were administered the PPVT-4. Results: Statistical analyses indicated that the boys performed significantly higher than the girls in receptive T