Historically, research has focused on academic underperformance for students of color and those living in poverty, with less attention given to protective factors that promote academic achievement. Students' perceptions of their school environment (i.e., school climate) and their social-emotional competence have emerged as protective factors for White and older students. However, less is known about these constructs among elementary students and racial-ethnic minoritized students specifically. This study explored social-emotional competence and the dimensions of school climate as predictors of academic achievement in a sample of minoritized elementary school students through hierarchical linear regression. Social-emotional competence and the school climate dimensions were non-significant as predictors of STAR Reading scores. However, the interaction between social-emotional competence and fairness of rules was a significant and negative predictor of STAR Reading scores. Future directions for research and implications for education are discussed. [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.]