This research addressed the question of how preschool experiences will be reflected in later development. Both cognitive functioning and social behavioral adjustment were explored. The central focus was on attitudes conducive to achievement which The Demonstration and Research Center for Early Education (DARCEE) preschool program sought to develop -- motivation to achieve, ability to delay gratification, reflection, and the related construct of internal-external control. Subjects were 143 low-income black children and their families who had been associated with the DARCEE Intrafamily Study. Results showed that the strongest differences in favor of the target groups involved in the preschool program were on the measure of negative internal-external control. For the younger siblings, expected differences in favor of groups with maternal involvement were found only on the measure of behavior adjustment. The results of analyses investigating the relationships among these attitudinal variables indicated a considerable degree of situational specificity. Very few relationships reached statistical significance at or beyond the .05 level. Most conspicuous was the lack of significant relationship between these indices and ratings of behavioral adjustments in the school. Findings suggest that the view of these traits as highly generalized dispositions of the "component self" is an oversimplification. Appendices include the Internal-External Control Scale. (Author/MS)