This longitudinal study explores the associations between children's executive functions at the beginning of preschool and their learning behaviors, namely competence motivation and attentional persistence, at the end of preschool. Participants were 218 Portuguese children (M[subscript age]= 40.4 months, SD= 4.2; 52% boys) and their preschool teachers (n= 29). The children's executive functions (specifically attention shifting, working memory, and response inhibition) were individually assessed when they were 3 years of age. Teachers' perceptions about the children's competence motivation and attentional persistence were assessed with the Preschool Learning Behaviors Scale (PLBS) when the children were 6 years old. Results showed positive associations between children's executive functions and attentional persistence, but not competence motivation, after controlling for covariates (age, gender, and expressive vocabulary). These findings contribute to current evidence about the links between early executive functions and later behavioral indicators of child persistence in learning tasks.