Two groups of 5-year-old children were evaluated using several measures of language and concept ability: Stanford-Binet, Form L-M; Preschool Inventory (PSI); Boehm Test of Basic Concepts; Peabody Picture Vocabulary Test, Form B (PPVT); and the Auditory-Vocal Automatic, Motor Encoding, Auditory-Vocal Association, and Vocal Encoding subtests of the Illinois Test of Psychlinguistic Abilities (ITPA). The Experimental (E) group (N=23) had attended the Syracuse University Children's Center for a minimum of 32 months; a Control (C) group (N=23) with limited or no preschool experience was used for matched control comparisons. The E group scored consistently higher than the C group on the measures used, and an examination of qualitative differences showed the E group to be functioning at levels which were at, or above, their chronological ages. The emphasis which the Children's Center places on language and cognitive developments can account for these results, and suggests that long term attendance in such a program is desirable. (Author/AJ)