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The objectives of this research were to determine the effectiveness of preschool prevention programs for disadvantaged children and families in the short-term (preschool), medium-term (kindergarten–8th grade), and the long-term (high school and beyond) and to identify factors that moderate program success. Meta-analysis was used to examine the effect sizes (d) of different outcome domains of 34 preschool prevention programs that had at least one follow-up assessment when the children were in school. Although cognitive impacts resulting from these programs were greatest during the preschool period (d= 0.52), they were still evident during kindergarten through Grade 8 (K–8; d= 0.30). Social–emotional impacts on children were similar at K–8 (d= 0.27) and high school and beyond (d= 0.33), as were parent–family wellness impacts at preschool (d= 0.33) and K–8 (d= 0.30). As predicted, cognitive impacts …