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Bullying behaviors and conduct problems are two forms of antisocial behavior that frequently co-occur in childhood. However, it remains unclear whether their developmental trajectories are distinct, and the extent to which different aspects of cognitive functioning account for their development. We aimed to disentangle the developmental trajectories of bullying behaviors and conduct problems, test their interrelations across childhood, and assess associations with children’s early cognitive functioning (executive functions, IQ, and theory of mind). Participants included 2,232 children from the Environmental Risk (E-Risk) Longitudinal Twin Study. We performed dual group-based trajectory modeling on combined parent and teacher reports of children’s bullying behaviors and conduct problems at 5, 7, 10, and 12 years. We assessed associations with age-5 cognitive functioning using regression analyses. We identified five developmental trajectories for bullying behaviors and four for conduct problems. The developmental course of both behaviors was interrelated most strongly amongst those with high levels. A subgroup of children was likely to transition from conduct problems to bullying behaviors as they got older. Lower IQ was associated with both antisocial behavior trajectories, whereas lower theory of mind was only associated with conduct problems trajectories. The developmental course of bullying behaviors and conduct problems is distinct, but linked across childhood. Interventions targeting bullying behaviors or conduct problems could benefit from more integration and should take into account children’s cognitive functioning.