This study examined the effect of participation in the Home Instruction for Parents of Preschool Youngsters program on the school readiness of children born to teenage mothers versus children born to traditional-age mothers participating in the Home Instruction for Parents of Preschool Youngsters program. A 45-item survey was collected from the kindergarten teachers of both the children of teenage mothers in the Texas Home Instruction for Parents of Preschool Youngsters program and a matched control group. The survey consisted of five subsections: socioemotional development, approaches to learning, physical development, language development, and general knowledge. Results of independent samples t-tests indicated no statistical difference between the two groups. These results seem to suggest that the curriculum used by the Home Instruction for Parents of Preschool Youngsters program, which focuses on supporting parents as their child's first teacher, helps to mitigate any potential negative effects on being a child of a teenage mother. (author abstract)