High intelligence may be associated with emotional, behavioral and social difficulties. However, this hypothesis is supported by little compelling, population-based evidence, and no study has been conducted during the preschool period with a population-based sample. Children (N=1100) from the EDEN mother–child cohort were assessed at the age of 5–6years. Behavioral, emotional and social problems (emotional symptoms, conduct problems, symptoms of hyperactivity/inattention, peer relationship problems and prosocial behavior) were measured using the parent-rated Strengths & Difficulties Questionnaires (SDQ). IQ scores were based on the WPPSI-III at 5–6years. Relevant covariates for children's cognitive development were also collected. We found no significant differences in SDQ scores between gifted children (N=23; Full Scale IQ>130) and children with Full Scale IQ in the normal range (N=1058≥70 and ≤130), except a marginally significant association between high-IQ and emotional difficulties at 5–6years. Further sensitivity analyses did not support the association between high-IQ and emotional difficulties. During the preschool period, gifted children do not seem to manifest more behavioral, emotional and social problems than children with normal IQ. •Previous studies on gifted children have been conducted on biased samples•We used data from a large population-based sample of French children aged 5–6years•We found no increase in behavioral, emotional and social problems among high-IQ