This article synthesizes key findings from the research on executive function (EF)—skills that support the ability to control one’s thinking and behavior—focusing on (a) the importance of EF skills for young children’s learning and school readiness and (b) the relations between EF and academics, especially mathematics. After briefly reviewing interventions targeted to improve EF, the article investigates whether high-quality mathematics instruction may offer dual benefit by supporting an important content area and developing EF. Finally, implications for educational policy follow from this synthesis. (author abstract)