The present study examined the role of demographic risk factors in the development of children's behavioral regulation. We investigated whether being from a low-income family and being an English language learner (ELL) predicted behavioral regulation between prekindergarten and kindergarten. Results indicated that children from low-income families began prekindergarten with significantly lower behavioral regulation than their more economically advantaged peers. Furthermore, English-speaking children from low-income families exhibited a faster rate of behavioral regulation growth than low-income ELLs. English-speaking children from low-income families narrowed the gap with their more economically advantaged English-speaking peers by the end of kindergarten, but ELLs from low-income families did not. Practice or Policy: Discussion focuses on the importance of understanding the effects of being an ELL and being from a low-income family for the demands of formal schooling. (author abstract)