Objective: This study aims to explore the association of early home environment, temperament, and child behavior at 5 and 6 years of age with academic achievement and problem behaviors during early adolescence. Methods: The National Longitudinal Survey of Youth provided data on 1501 5 and 6 yr. olds who were followed to ages 11 and 12 yrs. Predictor variables included: a.) at ages 5-6, family SES characteristics, maternal report of early temperament and antisocial and peer conflict behaviors, and cognitive stimulation and emotional support using the HOME Inventory; and b.) adolescent report of family involvement and structuring. Outcomes were: high academic competence and self-worth (in the top 20%ile), high involvement in health risk or delinquent behaviors (top 10%ile), and maternal report of low academic functioning. All results shown are from the logistic regression analyses, and are significant at P<.05. Results: Controlling for multiple potential confounders, for academic competence, significant factors were: higher maternal education (OR=2.1), and greater family involvement during the adolescent years (OR=1.6). Self-worth was independently associated with higher maternal education (OR=2.0), lower levels of early antisocial behaviors (OR=1.7), and greater early emotional support (OR=1.1). Adolescent risk behaviors were associated with male gender (OR=1.8), lower maternal education (OR=2.1), and Black race (OR=3.2). For delinquent behaviors, male gender (OR=1.5), poverty (OR=1.6), early antisocial behaviors (OR=3.5), and low early emotional support (OR=1.1) were significant. For low academic functioning, male gender (OR=1.9), early antisocial behaviors (OR=1.5), low cognitive stimulation (OR=1.1), and low sociability on the early temperament scale (OR=1.1Conclusions: These longitudinal data provide compelling support for the role of SES characteristics, early behavior, and the emotional and cognitive aspects of a young child's environment on the subsequent functioning of early adolescents. With the exception of academic competence, when these early factors were accounted for, neither family involvement nor parental structuring during the adolescent years were predictive. These findings, while contrary to many aspects of our current understanding of the role of families during adolescence, may have profound implications for enhancing positive development among youth.