The present study estimated the independent and joint influence of early home and education contexts on three school readiness outcomes for children with Hispanic immigrant parents. These associations were compared to those for children whose parents differed by ethnicity and immigration status -- children of non-Hispanic immigrants and children of Hispanic native-born parents -- to determine if associations were distinct for children of Hispanic immigrants. Data were drawn from the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K: 2011) (N [is approximately equal to] 3480). Outcome measures at kindergarten entry included direct assessments of math and reading skills, as well as teacher reports of approaches to learning (ATL). Results indicated that parental provision of cognitive stimulation and center-based ECE both predicted outcomes among children of Hispanic immigrants and their peers, with some variation in patterns by developmental domain and subgroup. Specifically, participation in center-based care predicted math and reading scores for children of Hispanic immigrant and Hispanic native-born parents, but not children of non-Hispanic immigrants. Furthermore, center-based care participation predicted ATL scores more strongly for children of Hispanic immigrants than their peers. Some trend-level evidence of moderation of early home and education environments emerged, again with patterns varying by outcome and subgroup. Findings highlight the importance of policies that seek to enhance both the home and ECE environments for young children with Hispanic immigrant parents and their peers. (author abstract)