This study investigated the longitudinal associations between four key elements of school readiness—receptive vocabulary, socioemotional behavior, behavioral self-regulation, and approaches to learning—and individual differences in young children's reading and mathematics trajectories. Chinese children (N = 588) were tested three times between the ages of five and six on their Chinese reading and mathematics skills, and their receptive vocabulary, problem behavior, behavioral self-regulation, and approaches to learning (competence motivation, learning strategy, and attention/persistence) were assessed at five years of age. Latent growth modeling revealed that receptive vocabulary and behavioral self-regulation played unique roles in predicting the levels of Chinese reading (vocabulary: β = 0.15, p =.023; self-regulation: β = 0.16, p =.001) and mathematics skills (vocabulary: β = 0.25, p <.001; self-regulation: β = 0.36, p <.001). Problem behavior and competence motivation were associated with the levels of mathematics skills (problem behavior: β = −0.06, p =.046; competence motivation: β = 0.16, p <.001) but not those of reading skills. Moreover, competence motivation predicted the growth rate of Chinese reading skills (β = 0.18, p =.015). The findings extend the current literature by explicating the independent contributions made by early school readiness skills to individual differences in young Chinese children's acquisition of reading and mathematics skills.