Stuttering is a complex disorder whose development is influenced by the interaction of many factors, including linguistic factors. According to psycholinguistic theories, stuttering is caused by difficulties in language processing. Even though the studies of language abilities of children who stutter have already been conducting for many years, the results are still inconclusive. Therefore, the first goal is to examine lexical and syntactic abilities of children who stutter and determine whether they differ in relation to children who don’t stutter, using standardized language tests and analyzing narrative samples. The second goal is to examine the connection between language abilities and stuttering severity. The study was conducted on 15 children who stutter and 15 fluent age-mates, between 7;0 and 11;11 years old. The study was conducted using The Peabody Picture Vocabulary Test (PPVT-III-HR; Dunn et al., 2009) and The Test for Reception of Grammar (TROG-2:HR; Bishop et al., 2014). The Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al., 2012; Croatian version: Hržica and Kuvač Kraljević, 2012) was used for obtaining narrative samples. The narrative material in written and oral form was transcribed using the program CLAN (MacWhinney, 2000), followed by the analysis of the number of words, the number of communication units, the mean length of a communication unit and the three measures of lexical diversity (TTR, VOCD, and MATTR). The Stuttering Severity Instrument- 4th Edition test (SSI-4; Riley, 2009) was used to determine stuttering severity. The results of standardized language tests have shown that the difference between children who stutter and their age-mates is not statistically significant. However, the TTR measure which indicates lexical diversity determined significantly lower achievements in the written narration task. Although these results can point to lower lexical diversity among children who stutter, other measures of lexical diversity haven't determined any differences. Therefore, the justification of drawing conclusions on lexical diversity is limited. It is surprising that the children who stutter used more words than the control group during oral narration. Furthermore, the study confirmed positive correlation between the mean length of a communication unit and stuttering severity, which supports the thesis that different linguistic factors influence stuttering frequency. While the results of the study can point to the possible existance of subtle difficulties in certain language domains, further research is still necessary to determine a clear link between stuttering and patterns of linguistic performance.