The Charlotte Bilingual Preschool (CltBP), situated in the 17th largest urban area of the US, has found itself at the intersection of its community's agendas to provide high quality preschool services to Spanish-speaking families, improve opportunities for upward mobility, and foster literacy gains for children from birth through third grade. This study seeks to determine if the preschool's bilingual approach has any impact on its alumni students' reading and mathematics performance in kindergarten, first, and second grade. DIBELS and MAP testing, as well as standards-based grades, were compared between CltBP alumni and their identified Hispanic peers within the public school system. Findings show that CltBP alumni not only score ahead of their peers in reading and mathematics upon entering public school kindergarten, this advantage continues through second grade. Despite this advantage, many CltBP alumni still continue to perform below state-identified proficiency levels.