<p>Regression-based studies concluded that children’s general language abilities, mathematical language abilities, and mathematical abilities are positively related to each other. However, additional approaches are needed to better understand these relationships. A k-means cluster analysis based on 692 first, second, and third grader’s general language abilities, mathematical language abilities, and their mathematical abilities identified four distinct profiles of children. In a second step, group membership in these clusters in terms of maternal education level and home language use was examined. In Cluster 1, children attained a low performance on all three abilities, had low maternal education levels, and often spoke a different language than the instructional language. In Cluster 4, children attained a high performance on all three abilities, had high maternal education levels, and often only spoke the instructional language at home. Clusters 2 and 3 are situated between these extremes. These clusters exhibit similar mathematical language abilities, both representing intermediate performance levels. Children in Cluster 2 had intermediate general language abilities and low mathematical abilities. Children in Cluster 3 had low general language abilities and high mathematical abilities. Children in both clusters differed in their home language use but showed comparable maternal educational levels (i.e., medium to highly educated mothers). Our results indicate that the previously reported positive associations between these three abilities are more nuanced. In addition, children with lower maternal education levels (and especially those growing up with a different home language as well) may require more targeted support.</p>