This study explored the relations between parental formal education, residential mobility, and children's school readiness in a sample of 509 Head Start children, 30% of whom were Spanish-speaking Dual Language Learners (DLLs). Additionally, it explored whether the relations between these demographic factors and school readiness varied as a function of DLL status. Results indicated that parental formal education was associated with higher math and literacy scores, but residential mobility was only marginally associated with lower literacy and math scores. Moreover, the relation between residential mobility and early math varied as a function of DLL status. Additionally, the relation between parent formal education and early math also varied as a function of DLL status. These interactions were not found between residential mobility, parent education, and early literacy. Findings highlight the differential influence of demographic factors on DLLs' school readiness. [Additional funding for this study was received from the Ford Family Foundation.]