This study explored the cross-language relations amid Spanish-speaking preschoolers’ (N = 125; M age = 53 months, SD = 4.58) English and Spanish vocabulary, letter–word, and math skills; the changes they displayed in those abilities during 1 year of preschool; and the degree to which Spanish abilities were associated with English ability gains. The results disclosed that children's Spanish and English vocabulary skills were unassociated across languages, whereas their letter–word and math skills were positively associated. Children displayed gains in vocabulary, letter–word, and math skills in English, with letter–word and math skills in Spanish at the start of preschool being positively associated with the evolution of those abilities in English. Children also gained math abilities in Spanish. However, their Spanish vocabulary and letter–word skills did not seem to alter. Vocabulary abilities displayed positive within-language relations with children's letter–word and math abilities. The findings point out cross-language linkages between Spanish-speaking preschoolers’ academic skills in English and Spanish and how Spanish abilities associate with their English academic readiness.