This article assesses the effects of Tulsa, Oklahoma's school-based prekindergarten program on the school readiness of children with special needs using a regression discontinuity design. Participation in the pre-K program was associated with significant gains for children with special needs in early literacy scores, but not in math scores. These gains were not statistically different from those exhibited by their classmates without special needs. Findings are interpreted as indicating that high-quality state pre-K programs can serve as effective early intervention programs for children with special needs. (Contains 4 tables and 4 figures.)