We are conducting a systematic review of peer-reviewed journal articles published between 2000 and 2023, focusing on studies that assess the relationship between SES and language development in early childhood. The review includes studies that examine syntactic and semantic development using assessments such as the Clinical Evaluation of Language Fundamentals (CELF) and the Test of Semantic Skills Primary (TOSS-P). Studies are being analyzed based on participant characteristics, SES indicators (e.g., parental education, income, occupation), language outcomes, and the methodologies employed, including longitudinal and cross-sectional designs. We were able to gather information from 15 randomly chosen articles. Our preliminary findings found that the area of language most studied was semantics. In addition, 12 out of 15 articles reported a significant relationship between SES and the language domains studied. After further analysis, we expect to find a strong association between lower SES and delays in syntactic and semantic development, with implications for long-term academic outcomes. This review anticipates providing a clearer understanding of the impact of SES on early language development and identifying areas for targeted early interventions.