This study collected data on 112 disadvantaged preschoolers in central Indiana to determine predictors of preacademic competence at the end of the Head Start year. Parents were interviewed to assess home educational environment, parenting dimensions, and daily stress factors. Teacher ratings of children's behavior, social skills, and competence in the cognitive, physical, and peer domains were also collected. Children were tested to determine cognitive ability, achievement, and perceptions of their competence. Regression analyses were conducted to identify predictors of competence as defined by achievement on a standardized test, teacher ratings of cognitive competence, and children's self-ratings of intellectual competence. Results indicated that achievement was best predicted by parent expectations, teacher ratings of children's cognitive competence, and externalizing behavior. Significant predictors of teacher-rated student competence were children's adaptive behaviors and parent involvement. Educational activities at home and daily stress factors were predictors of children's self-rated cognitive competence. (Author/MM)