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This longitudinal study investigated associations between children's learning-relatedbehaviors and literacyachievement in an ethnically diverse sample of low-income children throughout elementaryschool. Children's literacy and learning-relatedbehavior (e.g., working independently, seeking challenges) were assessed when they were in kindergarten or first grade and again in the third and fifth grades. The results showed fair consistency over time in both learning-relatedbehaviors and literacy skills. Learning-relatedbehaviors in one grade predicted literacyachievement in the subsequent grade in which it was assessed, but literacy skills did not predict subsequent learning-relatedbehaviors.