Despite the conceptual link between self-regulation skills and school readiness capacities, questions remain regarding how distinct but related facets of self-regulation (i.e., attention regulation, behavior regulation) differentially impact the development of school readiness capacities during early childhood. Additionally, little is known about whether these distinct facets of self-regulation moderate children's responses to early interventions designed to target school readiness capacities. The current study addresses these issues, by: 1) conducting factor analyses on teacher ratings of child inattention and impulsivity to validate the separate dimensions of attention and behavior regulation at pre-kindergarten, 2) evaluating the unique impact of teacher-rated inattention and impulsivity on specific school readiness skills and behaviors within the pre-kindergarten year, and 3) examining the moderation of intervention response based upon teacher-rated inattention and impulsivity. In the present study, 44 Head Start classrooms were randomly assigned to an enriched intervention Head Start (Head Start REDI) or to "usual practice" classrooms. The enrichment program included Preschool PATHS Curriculum and components targeting language and emergent literacy skills. Assessments tracked the progress of 356 4-year-old children over the course of the pre-kindergarten and kindergarten years. It was hypothesized that children's initial attention and behavior regulation skills would influence children's acquisition of social-emotional and emergent literacy skills during the pre-kindergarten year, and would serve as moderators of child response to the REDI intervention. (Contains 2 tables and 2 figures.)