A growing body of evidence suggests that involving families in home visiting services promotes positive experiences during the initial years of a child's life; however less is known about whether or not the benefits continue to accrue after a child enters school. This article describes the results of a study examining the effectiveness of an evidence-based home visiting program in promoting children's academic adjustment. The findings suggest that home visiting programs can produce positive effects on children's academic adjustment and that changes in earlier parenting practices may play an important role in explaining how home visiting influenced these later outcomes. (author abstract)