This study uses the Early Childhood Longitudinal Study-Birth Cohort to examine the multidimensional patterns of quality experienced by African American children based on approximately 350 classrooms. Quality was based on indicators of provisions for learning, health and safety, sensitive caregiving, and frequency of academic activities. Associations between identified quality patterns and both teacher and classroom characteristics and children's preschool and kindergarten reading and math outcomes were examined. Three patterns of quality, which varied in terms of process quality and frequency of academic (i.e., language/literacy and math/numeracy) activities, were identified. Teacher education, enjoyment of profession, and professional development opportunities were predictive of higher quality care. Associations between quality patterns and children's preschool outcomes were found.