The current study examines how certain ecological factors influence migrant Latino children's (N = 94) academic outcomes following their participation in an after-school program with intensive academic instruction. Hierarchical linear regression analyses indicated that children who made the greatest academic gains were acculturated in English, were from poorly functioning families, and had families with fewer parent-teacher contacts and less engagement with children's school activities. Moderating effects were found to differ by age group. Implications of the current study are that community services may wish to focus increased attention on reducing the level of academic risk in migrant Latino populations, that after-school programs may serve a protective function for children from relatively low-functioning families and families with less school involvement, and that timing of after-school services may be important to some aspects of children's development.