The Regents of the University California of Los Angeles will examine the process by which experiences of immigration are related to children's socioemotional outcomes during the preschool period. The project seeks to answer the following questions: (a) how do the immigrant settlement experiences influence children's social interaction with peers and peer relationships at school? (b) do variations in children's social interaction with peers mediate the relation between settlement experiences and children's peer relationship? (c) how do classroom characteristics attenuate or strengthen the path from settlement experiences to socioemotional adjustment? Participants will include 125 families from Head Start preschools. Parent and teacher questionnaires, child interviews, and classroom observations will be conducted throughout a school year. The project aspires to develop intervention policies in Head Start that help mitigate risks inherent in the settlement process of children of immigrant families.