Executive functions (EFs) refer to a set of cognitive processes that allow for goal-directed behaviour in the face of competing and more automatic behaviour that may not be adaptive (Diamond, 2013). EFs support many behaviours that we engage in on a daily basis. It is associated with multiple life outcomes, including education (Fuhs et al. 2014), and overall well-being (Moffitt et al., 2012). EF abilities have been reported to develop over a protracted period, starting from early childhood and continuing into adulthood. However, there is a paucity of research examining the developmental trajectory of EFs in Singaporean students. To address this gap in our understanding, this study will examine the normative trajectory of EF development in Singaporean students, across primary and secondary school years (7 – 17 years) using a cross-sectional design. A second goal of this study is to examine how EF performance in children and adolescents are influenced by emotions (frustration), and how this changes with development. EF abilities are not static, and there is substantial evidence indicating that emotions influence EFs. Emotions are integral to our lives and often, EFs are required under emotional contexts. As students frequently experience negative emotions such as frustration in the contexts of learning, examining how EF abilities are modulated under such emotions will provide a more comprehensive understanding of EF development. It will also enable us to plan and design appropriate support. A final goal of this study is to examine how socioeconomic status (SES) and cognitive enrichment opportunities are associated with the development of EFs. Both SES and cognitive enrichment have been linked to EFs (Lawson et al., 2014; Rosen et al., 2019), and an examination of these variables will inform us on their association with EFs in the local context. The findings from this study will provide a deeper understanding of EF development in Singapore students and the factors that influence its development. This insight can potentially help with designing timely and appropriate intervention efforts for improving EFs in students.