This study examined the correlation between emergent literacy skills and kindergarten preparedness among young learners in designated public schools within the Division of Rizal for the School Year 2024–2025. Rooted in Vygotsky’s Sociocultural Theory and Clay’s Emergent Literacy Theory, the research highlighted the significance of social interaction and early exposure to print and language in cultivating foundational literacy skills. The research employed a descriptive-correlational methodology, utilizing kindergarten teachers as respondents to evaluate children's literacy competencies and readiness levels. Critical emergent literacy domains—phonological awareness, alphabet knowledge, print awareness, and language skills—were assessed in conjunction with two facets of school readiness: academic and social-emotional development. Research indicated that kindergarten students often exhibit emerging literacy skills, especially in alphabet recognition, although these competencies remain underdeveloped. Educators noted that although students are typically academically equipped, their social-emotional preparedness is comparatively underdeveloped. The statistical analysis indicated no significant direct correlation between emergent literacy and overall school readiness, implying that other factors may exert influence. Contextual factors, including teacher-child interactions, the quality of early education programs, and access to learning resources, were recognized as crucial determinants of school readiness, although they did not directly influence emergent literacy. Among the literacy domains, alphabet knowledge proved to be the most significant predictor of readiness. An intervention program was proposed to improve emergent literacy and readiness outcomes, in accordance with the DepEd Early Childhood Care and Development (ECCD) framework. The study advocates for a comprehensive approach to early education that integrates intellectual and emotional development, while improving the quality of learning spaces and pedagogical methods. These strategies seek to facilitate equitable and efficient transitions into formal education for all young learners.