This research work was carried out to examine the influence of home and preschool Experiences on Primary school children's motivation and Academic Achievement. Twelve hypotheses were formulated relating to the differences emanating from nursery school attendance or lack of it among the children, as well as their socio-economic background (Whether low or high), parental education (literate ov illiterate) and environment (urban or rural). A sample of three hundred and nine (309) pupils were selected from a population of four hundred and thirty-two (4.12) from fourteen (14) sampled schools out of seventy-two (72) schools located in Katsina and Kusada local Government areas. T-test was used to find out whether there are significant differences in the mean scores of the subjects from those who attended nursery schools and those who did not, those from urban and rural areas, high and low socio-economic background as well as those from literate and illiterate backgrounds Significance differences were found in all the variables tested. It was found that nursery school attendance had great enhancing influence in children performances, in cognitive skills (t= 13.866, p, - 0.0001), social skills (t= 1.773 p 0.0001) and psychomotor skills (t=l 1.750, p< 0.0001) It was also found that those with nursery education background were more motivated to learn (t=13.012 p 0.0001) Those children with nursery education were also found to achieve significantly more in academic tasks, in mathematics (t-l2.462,p- 00001) social studies ( t = . 0 8 , p 0.0001) and in physical education (t=l4.373,p' 0.0001). Socio- economic status, urban environment and parental education were also found to have positive effects on the subject's scholastic performances Some recommendations were made.