The effectiveness of an Elementary Secondary Education Act (ESEA) Title I preschool education program, which stressed listening habits and language skills, on disadvantaged children in kindergarten and first grade was examined. Graduates and nongraduates were administered The Boehm Test of Basic Skills and a teacher completed adjustment rating scale. Teachers were asked to provide data concerning parent attendance at scheduled conferences and parent interest in their child's progress or school activites. In both kindergarten and first grade, preschool graduates were identifiable on the basis of test scores and adjustment ratings. These findings indicate that participation in a language-based preschool program does have positive effects on achievement in cognitive skills and school adjustment in kindergarten and first grade. A child's participation in the Title I preschool program does not appear to have a positive influence on parental involvement, as measured by parent attendance at conferences or other overt indications of interest in the child's school activities. However, the parent interest variable does not appear to be a significant factor in the child's achievement in kindergarten and first grade. (BJG)