Although widely implemented, the effectiveness of the Even Start program and other programs involving home-visiting and bilingual education in improving preschool literacy outcomes, particularly among Latino students, is uncertain. This study used a non-equivalent groups design to compare preschool literacy outcomes (measured by the PALS-PreK assessment) of 4-year-old Latino preschool students enrolled in the Manchester Even Start program to a comparison group consisting of low-income and ethnically diverse 4-year-old students enrolled in Manchester's Title I preschool program. The primary differences between the Even Start and Title I preschool programs were the presence of a bilingual teacher in the Even Start class and the participation of the Even Start students and their families in home visits, parent and child interactive literacy activities, and adult ESOL classes. Multiple regression analysis, controlling for pretest scores, indicated that 4-year-old students' participation in the Even Start program. (N=12) was associated with posttest scores that were 14.51 points higher (p<.05) than those of 4-year-old Title I students (N=25). While the ability to generalize these findings is limited due to the non-randomized study design and the small sample size, the results provide evidence of the short-term effectiveness of the Manchester Even Start program.