This study examines association between the educational environment quality in early care and education centers (ECE) and the school readiness of immigrant and nonimmigrant children entering kindergarten at age 5. The school readiness of 76 children attending 14 groups in ECE was assessed twice. Multilevel analyses indicated that the quality level of space and furnishings of the educational environment combined with the children’s school readiness at time 1 and the random group effect are predictive of three development domains of children’s school readiness at time 2. The educator’s sensitivity to organizing a physical and social environment that meets the developmental needs of children is essential.