Continuity of pre-k and kindergarten classroom experiences is a key area of interest for early childhood researchers interested in supporting public pre-k children's development over time. To advance the empirical evidence on this topic, this study examined whether differences in classroom experiences as children transition from pre-k to kindergarten are associated with kindergarten social-emotional and self-regulation skills among low-income, race- and language-diverse public pre-k children. Children attending public pre-K were assessed in the spring of pre-k and fall and spring of kindergarten on a range of social-emotional and self-regulation skills (N = 1,358; 67.1 months old (SD = 3.6) in kindergarten; 50% male; 60% Hispanic and/or Latine, 17% Black, 10% White, 13% other). Classroom experiences (teacher-child interactions, teacher-child closeness, and the amount of time spent in teacher-structured activities) were assessed using observations and teacher reports in both grade levels. Regression models adjusted for kindergarten nesting indicated that decreases in teacher-child closeness and the quality of teacher-child interactions were associated with children's lower social competence, learning behaviors, and inhibition in the fall of kindergarten, relative to spring of pre-k. There were limited associations with child gains from fall to spring. Results suggest that differences between pre-k and kindergarten academic and social environments may be difficult for children as they adjust to kindergarten. Findings are discussed in terms of the implications for efforts to align classroom experiences across grades.