Considerable research documents the importance of social emotional development for children’s short- and long-term outcomes, including academic outcomes and long-term health and wellbeing. Studies have demonstrated that the development of social emotional skills at a young age is essential for school readiness as well as success later in life; however, many students do not possess the social emotional skills they need to be successful when they enter school. Pre-kindergarten programs represent a key avenue through which young children can receive support in developing social emotional skills. While a myriad of studies demonstrate the positive academic and behavioral effects of pre-kindergarten programs, there have been mixed results regarding how long these effects last. The present study addresses this gap in the literature by examining the relationship between students’ social emotional skills in pre-kindergarten and their academic and behavioral outcomes in each year from kindergarten through fifth grade in a large public school district. Additionally, the present study investigates whether social emotional interventions in elementary school can strengthen the effects of pre-kindergarten programs by examining two social emotional programs currently being implemented in elementary schools in the school district, the Yale RULER and Caring School Community. Results of this study support the idea that social emotional skills in pre-k are related to student outcomes well into elementary school. Additionally, the study results show preliminary support for associations between the use of the Caring School Community program and better academic and behavioral outcomes for students; however, this program tended to be implemented in higher SES schools in the district, raising questions about the equity of implementation. Implications for school-based social emotional programming in pre-kindergarten and elementary schools are discussed.