Abstract: This study investigated the academic and social-emotional impact of early entry on 182 third and fourth grade students and compared them to a 182 member control group of typically-aged third and fourth graders. To conduct this study the researcher used mixed-methodology. The researcher contrasted data from the reading subtest of standardized test scores. These data were analyzed using a t-test to compare for significant differences. The comparison of the results of the test scores indicated that there was no statistical difference between the means of the early entrants and their typically aged peers. However, further analysis of individual scores indicated that early entrants had a bi-modal distribution of scores. Many early entrants were indeed extremely bright and scored 'exceeds the academic standard.' However, early entrants were nearly twice as likely to fall far below the academic standard, which denotes an insufficient understanding of the prerequisite skills; students who achieve at this level have serious gaps in knowledge and skills and may require remediation. The researcher also conducted a behavior survey, which targeted specific social and academic behaviors. These data were also analyzed using a t-test to compare for significant differences. These data revealed that early entrant students were judged by their teachers to be significantly lower than their typical entry peers in social and emotional skills, especially in the areas of attention and study skills. The importance of work-related skills for academic success is supported by the present study. Finally, the researcher interviewed the parents of the early entrants. The qualitative data were transcribed and coded using a constant comparative technique that identified the consistent patterns that emerged. Next, three focus groups were conducted with several teachers of the early entrance students. These data were also transcribed and coded using the constant comparative method. The parents' and teachers' views of the academic skills and socio-emotional development needed for children to be successful in kindergarten were widely divergent. Parents were more apt to identify specific academic achievements or physical attributes. Conversely, the teachers were more likely to identify social and emotional developmental concerns as establishing the stage for future school success---both academically and socially.