Measurement issues related to the assessment of Executive Functioning (EF) and social competence were examined with Kindergarten students (N = 62) and their teachers. Measures of constructs, such as EF and social competence, exist along a continuum of performance conditions, ranging from highly maximal, well-defined tasks with clear performance expectations to more typical, ill-defined tasks with ambiguous performance expectations. It is hypothesized that measures with maximal or typical performance conditions cannot be used interchangeably because the results gleaned from the measures generalize to different situations and different behaviors. This study employed observed variable path analyses to examine the model fit between measures of EF and social competence that present performance conditions that range from maximal to typical. The results indicate that performance conditions of measures significantly alter the relations between measures and the results gleaned from the opposing performance conditions predict different behaviors in different contexts. The results also suggest that more maximal measures of EF do not translate to the social world.