The Chicago School Readiness Project (CSRP), a randomized, classroom-based mental health intervention, aimed to improve teachers' behavior management of preschoolers' dysregulated behavior. The current follow-up study examines potential impacts on academic skills of first graders by enhancing their ATL. This investigation seeks to answer three research questions: (1) Did children in the CSRP control group have lower academic ratings in first grade, when compared to the children who were randomly assigned to receive the CSRP intervention? (2) Were potential treatment impacts on first graders' academic skills dampened when children's ATL were added as a covariate? (3) Was there a direct impact on first graders' ATL? The authors estimate hierarchical linear models (HLM) to take into account the nested design of CSRP, as well as structural equation modeling (SEM) to test for mediation. In sum, preliminary evidence of CSRP impact on children's language, literacy, and math skills in kindergarten so far does not hold in more conservative models. Moreover, there was no preliminary evidence of CSRP impact on children's approaches to learning in kindergarten. Interestingly, preliminary evidence of child, family, and classroom characteristics in preschool as predictive of kindergarten outcomes.