Research Findings: This study examined performance on self-regulatory tasks, in addition to individual characteristics including cognitive ability, receptive and expressive language skills, planning, and behaviour as contributing factors to early learning difficulties. Twenty-nine children born with ELBW and 30 comparison children at four years of age completed self-regulatory tasks. Results indicated no differences between groups for the Gift task; however, comparison children performed better on the Delay of Gratification task than children with ELBW. Although similar numbers from both groups violated the delay protocol, comparison children were more likely to wait for the researcher to return and children with ELBW were more likely to recall the researcher for an immediate, lesser reward. Cognitive ability, language abilities and planning were correlated with Delay of Gratification. Group membership was the best predictor of performance on the Delay of Gratification task; however, maternal education, cognitive ability and expressive language were also significant predictors of Delay of Gratification. Practice or Policy: It is considered that the small sample size and exclusion of children with significant neurodevelopmental disabilities may have contributed to better performance on the self-regulatory measures in this study.