Preschool attendance and type of experience were examined for long-term effects on 226 third grade advantaged boys and girls. Information on preschool attendance was obtained from each subject's parents. Each subject was assessed on social competence, cognitive ability, reading achievement, and math achievement. Results indicated that advantaged children who attended preschool and advantaged children who did not attend preschool were not different in social and cognitive competence by third grade. Findings also indicated that children who attended half-day preschool, while not differing, had higher social competence and cognitive ability scores than children who attended day care. Underscored by this research is the critical question of how specific types of preschool experiences influence development in later years. A five-page bibliography concludes the report. (Author/RH)