Research regarding the development of early academic skills among American Indian and Alaska Native (AIAN) students has been very limited to date. Using a nationally representative sample of AIAN, Hispanic, African American, and White children at school entry, the authors used latent growth models to estimate the associations among poverty, low parental education, living in a rural location, as well as child attitudes toward learning and internalizing/externalizing behaviors, with mathematical and reading cognitive skill development across the 1st 4 years of school. Results indicate that AIAN children entered kindergarten with scores on both mathematical and reading cognitive tests that were comparable to their peers from other ethnic groups of color. Importantly, all children who entered kindergarten with lower cognitive skill scores also acquired skills more slowly over the next 4 years. Having a positive approach to learning at the start of kindergarten was associated with cognitive skill levels at school entry nearly 1 standard deviation above the population average. Results are discussed with reference to the shared early educational profiles observed between AIAN and other children of color. These findings provide a much-needed update regarding early academic development among AIAN children.