Parental education is a robust predictor of a number of children’s outcomes including math, but most frequently tends to be measured using maternal education only (Bradley & Corwyn, 2002; Davis-Kean, 2005; Kluczniok et al., 2013). Few studies have explored the relation between paternal education and children’s STEM learning and social-emotional skills (Mistry et al., 2008; Cabrera et al., 2007), and the mechanisms that may underlie this relation (Rubio-Codina et al., 2016; Seidler & Ritchie, 2018). Evidence suggests that parental education predicts the home environment (Seidler & Ritchie, 2018), and the home environment is related to long-term developmental outcomes (Guo & Mullan, 2000; Hackman et al., 2015; Lugo-Gil & Tamis-LeMonda, 2014; Mistry et al., 2008), which could serve as a possible malleable mechanism that may underlie the effects of parental education on children’s outcomes. Additionally, the literature suggests that children’s social-emotional skills predict their math skills in early childhood (Doctoroff et al., 2016). Consequently, the proposed study aims to use the Fragile Families and Child Wellbeing Study and the National Institute of Child Health and Development Study of Early Child Care and Youth Development to examine the longitudinal association between paternal education and children’s math, behavior problems, and social skills at age 9, and investigate what aspect of the early home environment may be driving these potential mediating effects.