Teachers of 94 preschoolers (in Head Start and university-based programs) assessed the children's inferred self-esteem using the Behavioral Rating Scale of Presented Self-Esteem in Young Children. The instrument was found to have excellent internal consistency. Factor analysis yielded a two-factor solution: approach confidence and social-emotional expression. There were no significant program differences in inferred self-esteem, but girls scored significantly higher than boys. Implications for learning opportunities in the preschool years are discussed.