Children with epilepsy are at great risk for academic difficulties (1–7) and for underemployment as adults (6,8). Fastenau et al. (9) described a model to explain how various risk factors might contribute to academic problems. In that model, neuropsychological functioning appears to play an integral role, possibly mediating the effects of structural and electrophysiologic abnormalities (10–14). Other risk factors in the model include seizure, demographic, and psychosocial variables (9). Studies to date have not been consistent in identifying seizure variables (e.g., seizure type, age at onset, seizure severity) that might influence the relation between neuropsychological functioning and academic achievement in children with epilepsy. For example, some studies have shown academic underachievement to be associated with absence epilepsy more so than with juvenile rheumatoid arthritis (15), and children with generalized seizures demonstrated worse outcomes than did those with partial seizures (5,16,17). Still, others found no association between seizure type and academic achievement (4,18,19), and no studies of academic achievement examined the interaction between seizure type and neuropsychological functioning. An early age at onset for seizures was associated with worse cognitive function in many studies (e.g., 5,20–22); yet others failed to find a relation (18,23). Persistent seizures and greater seizure severity also have been associated with greater academic underachievement in children (1,15), but others have failed to find a relation between seizure severity and achievement (e.g., 4). The lack of consistency in this literature suggests a need for further evaluation of seizure variables in academic functioning, particularly as they might interact with other variables (i.e., moderate other relations). In addition to seizure variables, demographic and psychosocial variables might serve as moderators in the relation between neuropsychological functioning and academic achievement. Past studies suggest that gender, family environment, and children’s perceptions influence academic achievement in children with epilepsy. With regard to gender, a study of children with epilepsy found males to be more at risk for academic underachievement than females (1). In contrast, Howe et al. (24) found male adolescents, including those with neurologic conditions, had higher achievement scores than did adolescent females. In addition, low stimulation and support in the family environment were related to poorer academic achievement in children with seizures (4). Negative child attitudes and perceptions have been associated with poorer academic performance in children with epilepsy (1). Negative attributions have been observed in epilepsy for both adults (25) and teens (26), and such attributions have been associated with poor academic achievement in school-age children (27). Despite the support for the roles of these psychosocial factors on classroom success, no studies have examined the extent to which psychosocial variables might interact with neuropsychological functioning to influence academic achievement in this population. Past studies focusing on seizure and psychosocial predictors of achievement in childhood epilepsy have been limited in several ways. They tended to rely on group tests of achievement or parent report or both, rather than using well-validated individual achievement tests (e.g., 1). In addition, neuropsychological functioning in many of those studies was assessed with limited measures, or a large battery of tests was used with no attempt to reduce the data into fewer and more relevant constructs (e.g., 28). We identified only one study of neuropsychology and academic achievement with this population that included a factor analysis to reduce the test battery into fewer, more salient neuropsychological constructs (29). Most important, no study to date has modeled the complex moderating roles of demographic, seizure, and psychosocial variables on the relation between neuropsychological functioning and academic achievement. The present study builds on past studies by (1) recruiting a large sample of school-age children with diverse seizure types, (2) using a more comprehensive battery of neuropsychological and achievement tests, (3) exploring the factor structure of that battery, (4) modeling the relative contributions of each of these cognitive deficits to specific outcomes in each major academic domain, and (5) testing whether demographic, seizure, and psychosocial variables serve as moderators of the relation between neuropsychological functioning and academic achievement.