An examination of the relationship between child care quality, child social knowledge and competence, and child learning outcomes for low-income preschoolers. The first hypotheses examines whether observed classroom quality relates to child social knowledge and competence. The second hypothesis investigates the relationship between social knowledge and competence and learning outcomes. The study aims to inform child care providers and administrators about strategies to enhance children's development, and to inform policy makers interested in implementing cost-effective strategies that might positively relate to low-income children's pre-academic skills.