The purpose of this project was to understand the association between age at kindergarten entry and social-emotional competence across grade levels, including kindergarten, grade 3, and grade 5. While the research indicates that there can be an initial academic advantage for the delayed entrant before grade 3, there is far less research that has studied the ongoing effects of kindergarten entry age and social-emotional competence. This researcher questioned whether the initial academic advantages the older-for-grade child experiences translates into better developed social skills in the later elementary grades. The present study used a quantitative approach to evaluate age and social skills of children in grades kindergarten, grade 3, and grade 5 (N=138). Teachers completed the Social Skills Improvement System (SSIS) for the students in their classroom (SSIS; Gresham & Elliot, 2008). The results of the study were not significant, but are clinically meaningful because they align with the outcomes of research evaluating for entry age and social skills. The findings did show a statistically significant difference when comparing the social skills ratings for girls and boys; girls showed better developed social skills, which is consistent with the literature review. The implications of this study highlight that not all children demonstrate school readiness skills (i.e., academic and social-emotional maturity) at the same time. It could be that parents are influenced by other parents, and societal pressures in their decision making when considering school entry. The implications of this study suggest that school systems should offer parent orientation to incoming kindergartners, parent meetings including teachers, school psychologists, and administrators. It was also recommended that children should be screened not only for academic readiness skills, but also for social skills prior to attending kindergarten. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]