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This study examined whether 2 aspects of disruptive behaviors (ie, hyperactivity–inattention and aggressiveness–opposition) observed in kindergarten predict noncompletion of high school by early adulthood. Also investigated was whether other personal characteristics such as anxiety or prosociality as well as parent child-rearing attitudes and teacher management style exert a compensatory or protective role with respect to these predictive links. A community sample of 4,330 children participated in this study. Results showed that hyperactivity–inattention made a stronger contribution to predicting noncompletion of high school than did aggressiveness–opposition. However, prosociality and 2 parental child-rearing aspects (ie, pleasure and discipline) played a compensatory role in this process. Theoretical and preventive implications of these results are stressed in the discussion.