This study addressed questions about the relations between personal characteristics and aspects of home environments and young children's subsequent academically relevant peer interaction behaviors in kindergarten in a sample of 108 preschool-age children (57 males, 51 females) from 2 Midwest cities and neighboring communities. A year prior to the children's entrance to kindergarten their cognitive skills were assessed through a battery of tests. In addition, child temperament characteristics (self-control and responsiveness), parent emphasis on structure (order, organization, routine) and communication (emphasis on discussion and expression of ideas in the home), and parent control beliefs in the home were assessed through parent questionnaires and reports. Each child was observed in the kindergarten classroom during student-centered academic tasks on at least 3 occasions throughout the following year. Each child was observed for 5-minute intervals (for a total of an hour and a half) during which the observer coded 5 academic peer interaction behaviors: instructional support, direction, normative exchange, passivity, and distractive behavior with peers. Findings revealed that child resources (cognitive skills and temperament) and home structures influenced how children responded to information and sanctions within the home and in turn the roles they assumed and the quality of their academic interactions with peers, and that personal factors mediated the effects of the home social factors. (Contains 5 tables and 1 figure.)