Aim: The aim of this work was to detect the presence of developmental apraxia of speech in children with specific language impairment in an attempt to put its presence into consideration while planning the therapy program for those children.Subjects and methods: All cases were diagnosed to have language problems. The children were aged 3-8 years during the study. Tests used in this study: Arabic Language Test, Articulation Test, and Assessment of Developmental Apraxia of Speech. Controls: Another 30 normally developed Egyptian children were selected as a control group. An age and gender match was done to the case group.Results: Comparison between subjects and controls in scores of Social Scale Score (S.S.S.) showed a significant difference in total score as well as all the subtests. Comparison between subjects and controls in Parents Observation showed a significant difference regarding all subtests: intelligibility, articulation, social skills, and academic performance. Different vowels in syllables /a/, /i/, and /u/ showed a significant difference, with greatest difference in /i/ scores. Phonemes in different positions (initial, middle, and final positions): showed a significant difference. Initial has higher scores than final than middle positions. Middle position seems to be the most difficult position. Bisyllabic and polysyllabic words showed a significant difference. Comparison between subjects and controls in the production of different phonemes showed a significant difference in the production of all phonemes. Comparison between subjects and controls regarding the production of different phonemes in sentences with varied complexity and length showed a significant difference for all phonemes. Conclusion: Children with SLI have been reported to have limited working memory, difficulties with auditory attention, and poor phonological awareness. In spite of their abilities to produce simple motor actions, they still face difficulties to produce more complex oromotor movements necessary for accurate speech production. Thus, it is concluded that DAS can be commonly encountered in children with SLI. These children have difficulties with accurately executing new motor routines and planning motor activities. Even though, some of them are able to comprehend the necessary steps for execution of a given motor activity, and are aware of their success with movement based activities, yet, they cannot make changes to improve the movement patterns on a consistent basis.Recommendations: Clinicians should be aware of the fact that most children with developmental disorders usually have more than one difficulty. In children diagnosed with DAS, the co-existence of SLI should be excluded using standardized assessment tools. In children diagnosed with SLI, the co-existence of DAS should be excluded using standardized assessment tools as it may hinder the efficacy of the therapy and affect the prognosis.