Foster children are at great risk for poor school outcomes. Given their experiences of early stress and maltreatment, these children might have particular vulnerabilities that decrease the likelihood of a successful transition to elementary school. They are likely to have difficulties with self-regulation, which may interfere with their abilities to relate to peers, to maintain focused attention, to follow directions, and to acquire academic skills. Foster children might also be at a disadvantage in terms of caregiver involvement in school, an important predictor of early school success. This chapter reviews a number of preventive intervention programs designed for at-risk children and one targeted at foster children in particular. The success of these programs at preparing children for school and the long-terms benefits of such programs suggest that interventions targeting school readiness specifically in foster children may be a way to deflect these children from trajectories of school failure.