This longitudinal investigation of relations between maternal language and responsiveness, children's narrative competencies, and school readiness aimed to shed light on how mothers from low-income families support their children's emerging language and narrative abilities and preparedness for school during preschool, a time characterized by children's increased grammar acquisition and metacognitive abilities (Bloom, 1998). Parental support of children's language competencies and school readiness may help buffer certain risks on learning that are associated with growing up in poverty. Specifically, the following questions were addressed: 1) What is the nature of Pre-Kindergarten children's abilities, in terms of a) their narrative performance as measured by the use of narrative elements and b) scores on standardized tests of school readiness? 2) How do mothers' and children's use of narrative elements and maternal responsiveness concurrently support children's narrative performance and school readiness at Pre-Kindergarten? and 3) Do mothers' and children's earlier language (including child PPVT) during play as well as maternal responsiveness at 36 months predict children's narratives and school readiness at Pre-Kindergarten? (author abstract)