Research demonstrates that students who enter kindergarten without self-regulatory skills are at greater risk for difficulties in academics. This quantitative study explored the associations between self-regulation, academics, and Dual Language Learners (DLL) in preschool. These constructs were assessed by: "Get Ready to Read (GRTR), Expressive One Word Picture Vocabulary" (EOWPVT), Receptive One Word Picture Vocabulary (ROWPVT), "Pre-Idea Proficiency Test" (Pre-IPT), and "Preschool Self-Regulation Assessment" (PSRA). A convenience sample of 70 participants was drawn from a Head Start and Universal Pre-Kindergarten program. Of the total sample, 32 of the participants were Dual Language Learners (DLL). Schools were located in a low SES and culturally diverse district. Participants were tested in the spring (Time 1) and fall (Time 2) of the school year. Using Pearson's correlation the following associations were examined: a) impulse, cognitive control and emergent literacy skills and b) impulse, cognitive control and language acquisition skills of DLLs. Results indicated greater associations between cognitive control and emergent literacy skills: print/phonological skills (r = 0.495, p < 0.01) and vocabulary skills (r = 0.504, p < 0.01). As well as greater associations within DLLs, language and cognitive control: oral proficiency (r = 0.687, p < 0.01) and vocabulary skills (r = 0.589, p < 0.01). Overall, the findings suggest that greater associations with academics exist as cognitive control is developed. Implications relating to self-regulation, academics and DLLs are further discussed. [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.]