This study investigated the role of an early educational intervention and child-, family-, peer-, and school-level predictors on court-reported juvenile delinquency. Data were provided from the Chicago Longitudinal Study, an ongoing investigation of the scholastic and social development of more than 1,500 low-income youths (93% of whom were African American). Preschool intervention was associated with reductions in the incidence, frequency, and severity of juvenile delinquency by age 18. Childhood classroom adjustment, special education placement for an emotional or behavioral disorder, and school mobility were also predictive of delinquency outcomes, as were gender and family and environmental risk status. Findings demonstrate the importance of early intervention and schooling factors in reducing delinquency and highlight the benefits of early intervention as one mechanism for delinquency prevention.