The present longitudinal study employed two distinctive approaches (variable-oriented and person-oriented) to examine low-income children's academic and social functioning across the important transition from pre-k to first grade. Participants included 152 former urban Head Start children. Variable-oriented and person-oriented approaches were hypothesized to contribute complementary information for purposes of whole-child assessment. Analyses revealed distinct and significant relationships between the variable-oriented preschool dimensions and person-oriented profiles and kindergarten and first grade outcomes. Findings support the use of both approaches for analyzing the interactive and predictive relationships of social and cognitive skills during early childhood. Implications for early intervention practice and policy are discussed.