There is reason to suspect that positive experiences, environments, and relationships encountered in early childhood would enhance school functioning as well, as emphasized in the prevailing interactional relational model of school readiness. Better understanding of how such positive early childhood experiences (PECEs) help children to prepare for school would prove valuable; many at-risk children only receive developmental assessment and supports once in kindergarten to 12th grade education. Optimization of PECEs could complement and extend the reach of existing efforts, such as early intervention programs, during a sensitive developmental window. The present study builds on extant literature by exploring how PECEs relate to school readiness among preschool-age children and how PECEs and ACEs intersect to jointly impact school readiness. We hypothesize that, independent of and across varying exposure to ACEs, children with higher levels of PECEs will be more likely to be on track for school readiness. Study findings could inform efforts by clinical, education, and community stakeholders to improve children's health and development. (author abstract)