Both mathematical and narrative abilities are considered critical dimensions of children’s kindergarten readiness skills and are emphasized in developmental standards and readiness assessments during the prekindergarten period. Yet, despite considerable opportunities available to educators to leverage potential cross-domain associations in their instruction, little is known about how component math skills are associated with narrative skills. The current study extends prior theoretical and empirical work on cross-domain associations by examining the extent to which component math skills, constituting a kindergarten readiness assessment battery, are associated with narrative comprehension skills in children aged 4–6 years. Two geographically distinct samples of children enrolled in a summer kindergarten readiness program in the United States (N = 108) were used to explore how early numeracy skills (e.g., counting, cardinality), math language, and patterning skills individually and together contributed to variance in narrative comprehension skills. Zero-order correlations indicated that math and narrative skills were significantly and moderately correlated, with cardinality and math language skills showing the strongest associations, followed by patterning and counting skills. Furthermore, results from a multiple regression analysis indicated that cardinality and math language each explained a significant and substantial proportion of variance in narrative comprehension skills when controlling for the other math skills. Implications for theoretical models of cross-domain development of children’s cognitive skills are discussed. (author abstract)