Research Findings: The present study examined patterns of longitudinal associations between inhibitory control (IC) and early academic skills during the preschool and kindergarten years. Using data from the Head Start Family and Child Experiences Survey Cohort 2009 (FACES 2009) (N = 939), a national data set of predominantly low-income children attending Head Start, two models were compared: (1) a lagged path model predicting subsequent academic skills based on prior IC skills and (2) a cross-lagged path model predicting reciprocal associations between IC and academic skills. Our results showed a better model fit for the cross-lagged path model with bidirectional associations. Prior IC predicted subsequent early reading and math skills during the preschool and kindergarten years; simultaneously, prior early math skills, but not reading skills, predicted subsequent IC. The reciprocal associations between IC and early math were consistently identified for multiple groups of children, regardless of their gender or home-language use (i.e., monolingual versus dual language learners). Practice or Policy: This study showcases group-general patterns of reciprocal relationships between IC and early math. The findings suggest that stimulation of both skills could lead to stronger skill sets and successful school outcomes. Early education and intervention programs may provide integrated developmental opportunities of IC and academic skills for successful school readiness.