Executive function is understood as an umbrella term encompassing a number of interrelated sub-skills necessary for purposeful, goal-directed activity. Research suggests a vital role for executive function in children's social–emotional development. However, executive function is rarely considered in models of intervention programs that attempt to promote social–emotional competence. This article reviews the literature linking executive function to children's social–emotional development, and proposes three testable models by which executive function may affect interventions: As a mediator, moderator, and outcome of intervention effects. Finally, the paper discusses important implications and future directions for this research.