Language is a crucial milestone in children's development, but there is an exception - children with specific language impairments show a significant deficit in language abilities that is not related to hearing impairments, intellectual disabilities, or neurological difficulties. There are two opposing theories attempting to explain the underlying impairments in specific language impairments. One theory focuses on the linguistic aspects of specific language impairments, particularly specific grammatical structures that may be affected. The other theory explains difficulties in specific language impairments as cognitive and perceptual limitations that impact language learning. Research has mostly focused on individuals with Autism Spectrum Disorder (ASD) who have age-appropriate language abilities, while individuals with ASD and language impairments have been less explored. There are studies indicating similarities in language impairment between individuals with ASD and those with specific language impairments, implying a common etiology. However, other research argues that the similarities are superficial and do not necessarily reflect shared causes at a cognitive, neurobiological, or etiological level. Understanding the language and cognitive profiles underlying language impairments in ASD and specific language impairments is important. Although there is overlap in the language profile, it is possible that the underlying causes are different. Education plays a crucial role in providing support to children with ASD and specific language impairments, and professional training in therapy and working methods with these children is essential for improving the quality of their lives and education.