This report focuses on describing aspects of the family and classroom environment that may support Head Start children's kindergarten achievement, drawing on data from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009). Other FACES 2009 reports describe the characteristics of children and their families, classrooms, and programs as the children entered Head Start in fall 2009 (Hulsey et al. 2011) and during their first year in the program (Moiduddin et al. 2012) and child outcomes from program entry through program exit (Aikens et al. 2013). Another report takes a closer look at Head Start programs (Moiduddin et al. 2017). The current report extends the portrait of children, their family lives, and their classroom experiences to the spring of kindergarten. A related brief explores children's developmental progress and kindergarten environments in more depth (Aikens et al. 2017). This report focuses on the population of children who entered Head Start for the first time in fall 2009, completed one or two years of the program, and were attending kindergarten in spring 2011 or 2012. Additional information on the study design, instruments, and measures used for this report appears in the FACES 2009 data file user's manual (Malone et al. 2013) and an accompanying set of data tables (Kopack Klein et al. 2017). (author abstract)