This study investigates the effects of the Family and Child Education (FACE) prekindergarten program on school readiness. The FACE program is located in Bureau of Indian Education-funded schools on some of the most rural American Indian (AI) reservations in the United States. It explicitly integrates the language and culture of the communities in home-based services for children pre-birth to age three and their parents and in a center-based program providing preschool, adult education, and parenting education. This study addresses the question: Is the trajectory for lowered school achievement for American Indian children altered at school entry by pre-kindergarten early childhood opportunities such as the FACE program? A structural equation model tested the direct and indirect ways that background characteristics, FACE participation, preschool attendance, and home literacy contribute to school readiness. Direct assessment with standardized tests and teacher observational ratings of school readiness were employed in the study, which found that FACE participation indirectly predicts school readiness through its effects on preschool attendance and increased home literacy activity.