Developmental studies have consistently argued for consideration of contextual influences on children's socioemotional well-being. This is particularly true among children of immigrants, who have highly diverse social, cultural, and economic backgrounds. Using the Early Childhood Longitudinal Study-Kindergarten, this study disentangled the variation of socioemotional well-being among children of immigrants in the United States by looking at country of origin and their multifaceted economic experiences. The study first examined the economic lives of children of immigrants by conducting a latent class analysis with 3 dimensions--depth, duration, and income volatility from kindergarten to fifth grade. It further investigated how multifaceted economic experiences shaped the socioemotional perceptions of children of immigrants by considering country of origin. Findings from this study support both the immigrant risk and immigrant paradox perspectives, depending on country of origin, patterns of economic experiences, and the examined socioemotional domain. Children of immigrants generally perceived themselves to have a worse locus of control, self-concept, and internalizing symptoms at eighth grade than their peers of native-born parents. After considering the economic circumstances of these families, the picture was no longer straightforward. Children of South East Asian and East Asian origins reported worse socioemotional well-being than their White peers of native-born parents in chronic near-poor circumstances. Otherwise, most children of immigrants fared as well as their White children of native-born parents under similar economic conditions. Findings underscore the importance of country of origin and economic experiences in accounting for the variations of socioemotional well-being among children of immigrants.