The main objective of this project is to provide a more nuanced understanding of associations between school characteristics, classroom processes, and students’ language, academic, executive function, and social skills between prekindergarten and grade 1 (PK-1). Our first aim focuses on the associations between school characteristics (i.e., academic performance, strain, and organization of resources) and students’ early learning. Our second aim explores the degree to which school characteristics are associated with children’s experiences in classrooms from PK-1 (i.e., classroom interactional quality, teacher-student relationships, instructional rigor), and the degree to which these classroom processes mediate relations between school characteristics and students’ learning. Our final aim explores moderators of the association between school-level characteristics, classroom processes, and student learning. When taken together, the constructs examined in this study represent malleable factors that could result in improvement in children’s school success.