The chief aim of the proposed work is to make clearer how family, neighborhood, and school processes foster or inhibit the utilization of skills that Mexican American children bring to their emerging academic development. Most of my research has focused on the contributions of children’s temperament to their social and academic outcomes. This body of research often connects with research on parenting and facets of the school environment and my research demonstrates the importance of self regulation in multiple settings. The aims of the current study are addressed in the context of a three year longitudinal study and we will obtain data from multiple sources in multiple ways. The data collection schedule and many of the selected measures have been used in my previous studies which included a high percentage of Mexican American students and their parents. In addition, we will test our specific hypotheses using multiple data analytic methods, many of which are similar to those my colleagues and I have dealt with in much of our prior research. As such, I have substantial experience conducting the data analyses (e.g., working with missing data, structural equation models, and/or multilevel modeling that are proposed in the current investigation) required to address each aim. Consequently, the work in this proposal is rooted in, and extends, my research on the contributions of temperament, relationships with parents, peers, and teachers, and motivational processes that foster and inhibit academic success. I also have the organizational expertise to carry-out the proposed work. I currently serve as the PI and coPI on large, longitudinal, federally funded studies of children’s social and emotional adjustment. I was a co-PI on a NICHD funded program project designed to determine if improving the quality of preschool programs serving children living in poverty will promote greater readiness for pre-Kindergarten (pre-K) and kindergarten programs. My role on this project was to examine the socio-emotional mediators of a school-based intervention. In addition, I am the PI on a National Science Foundation CAREER award that is designed toclarify why elementary school students’ temperament predicts early measures of academic success. I am also a PI on a NICHD funded longitudinal study designed to understand the role of emotion in students’ academic success. Each of these studies rely on demanding data collection schedules where information is obtained from multiple adults, children (using observed and reported methodologies), and multiple schools over several years. I maintain strong support from a number of local principals and teachers. I have worked in many local schools for several years and the staff are very supportive and willing to provide the necessary time and resources.