Urban high school minority group students with different preschool program histories were compared with controls on measures of school achievement, school sentiment, and perceptions of the preschool experience. Preschool exit attainments were also examined in relation to followup achievement and attitude measures. A total of 64 subjects participated: 27 had experienced at least 1 year of preschool education based on an early version of the DISTAR program, 17 had attended a conventional Head Start program for 1 year prior to kindergarten entry, and 20 had no formal preschool history. A group of 33 students whose preschool history could not be easily determined was added to the main sample for a broader analysis of the relationship between school achievement and school sentiment. Subjects completed the Quality of School Life Scale and a specially designed self-report checklist for memory and sentiment about preschool. Additional measures of intelligence and of academic skills and achievement were drawn from school records. Results revealed no main long term effects for different preschool programs; followup measures did not distinguish between the total preschool sample and controls. Moderately positive correlations were revealed between several preschool exit criterion measures and later school achievement, but not attitude. Favorable student evaluations of preschool were observed, as was a general consensus about the reasons for going to preschool. (Author/RH)