Adverse childhood experiences (ACEs) can have a detrimental effect on child development and children exposed to these events early in life are at risk for maladjustment as they enter and progress through school. This study examined the developmental pathways through which ACEs influence student-teacher relationships in kindergarten, internalizing problems across kindergarten through third grade, and school engagement (connectedness and intrinsic motivation) in fifth grade. The study findings showed that ACEs were associated with low-quality student-teacher relationships in kindergarten, more internalizing problems across elementary school, and lower levels of school engagement in the fifth grade. Structural Equation Modeling was conducted to illuminate the direct and indirect developmental pathways linking these effects. A comprehensive model with all paths accounted for demonstrated that ACEs reduced the quality of student-teacher relationships which in turn increased levels of internalizing problems. Further, by reducing the quality of initial student-teacher relationships and increasing internalizing problems across the early elementary grades, ACEs had its negative impact on student feelings of school connectedness and intrinsic motivation to learn by the fifth grade. Results are discussed in light of the need to understand the developmental processes that link early adverse experiences to successful school adjustment and the implications for designing preventive interventions for children at risk. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]