The purpose of this technical report is to present findings from analyses of how preschool cognitive and social-emotional measures performed in AI/AN FACES 2015. We examined the internal consistency of measures when administered to AI/AN children, reviewed descriptive statistics as context of difference in mean ability across groups in the AI/AN FACES 2015 and FACES 2014 samples, conducted analyses of differential item functioning (DIF) within cognitive measures to compare the performance of AI/AN children and White children (including data from FACES 2014), and examined the strength of bivariate correlations between measures of similar constructs and different constructs to assess evidence of concurrent and discriminant validity. The findings, therefore, provide initial evidence on the reliability and validity of the measures for AI/AN preschoolers. (author abstract)