Studies have found favorable associations of early childhood education (ECE) programs with high school graduation; much of this research was conducted on targeted programs and when families had fewer options. The present study builds upon this literature to examine the impacts of a universal pre-K and Head Start program in Tulsa, OK. The sample includes 2,516 students (33% Black, 23% Hispanic, 10% Native American, 33% White; 49% female students). Data were from the Tulsa Public Schools, a parent survey, and the Oklahoma State Department of Education. Results indicate that attending pre-K but not Head Start was marginally or significantly associated with high school graduation, depending on how it was operationalized. Findings have implications for pre-K program expansion and research. (author abstract)