The purpose of this project is to describe preschool Latino dual-language learners' language skills in various domains of both Spanish and English, and to examine the relations between language skills, home and classroom factors, and school readiness outcomes. In a context of rapidly increasing linguistic diversity in the United States, and especially a rapid growth of the Latino population, it is a societal problem that there is a consistent achievement gap between Latino dual-language learners (DLLs) and their monolingual English-speaking peers in various academic domains. As such, a more comprehensive understanding of the language skills of Latino DLL children, as well as how their language skills are related to school success, is necessary.