The purpose of this study was to evaluate children with specific language impairment (SLI) and their proficiency with the use of prepositions. Ten children with SLI were compared to 10 younger, normally developing children matched for mean length of utterance and 10 children matched for age. Each child was asked to produce 24 sentences containing locative (in, on) and dative (to) prepositions. Responses were coded for omission or word selection errors for the target prepositions. It was hypothesized that children with SLI would make more errors than the typically developing children. Omission errors would support a difficulty with syntax because of the role prepositions play in case marking. Word selection errors would support a deficit in the area of semantics. The results confirmed that children with SLI made more errors than the control group. The children with SLI made more errors in the selection of dative prepositions, indicating a difficulty linking the semantics of prepositions and verbs.