This graduate thesis deals with establishing the pragmatic abilities of understanding inferential meaning in children with specific language impairment. The aim of the paper is to examine whether there is a difference between the younger and older groups of children with specific language impairment and whether there is a difference between children with specific language impairment and children with typical language development in the understanding of inferential meaning. The study included 28 children with specific language impairment and 28 children with typical language development. The task of inferential conclusion from the Croatian version of the Comprehension Scale of the New Reynell Developmental language Scales (Kuvač- Kraljević, Kologranić-Belić, Hrţica and Kovačević, in preparation, according to Edwards et al., 2011) was used in the study. The obtained results show that the ability to understand inferential meaning in children with specific language impairment forms at a later age than in children with typical language development. Although children with specific language impairment see significant progress in understanding inferential meaning with the increase of chronological age, they still fail to reach peers with typical language development. Furthermore, the results of this research show that older children with specific language impairment achieve results equivalent to younger children with typical language development. The analysis of errors shows that children with specific language impairment have difficulties in integration of linguistic knowledge, world knowledge and own experience. Finally, children with specific language impairment have difficulties in recognition and interpretation of facial expression and emotions. Taking into account the obtained results, it can generally be concluded that in children with specific language impairment there is a process of inferential conclusion, but their inferences are not often appropriate considering context.