The purpose of this study was to examine the effect of Head Start participation on subsequent school experiences of Latino children with Limited English Proficiency using databases maintained by the Denver Public Schools. Specifically, the study focused on the linguistic, academic, and cognitive development of Latino English Language Learners (ELL). Latino students enrolled in any bilingual education program in Denver Public Schools from 1992 to 1997 were included in the study, including children from former Head Start and city or state early childhood education programs. The development of three groups of children were compared: (1) former Head Start graduates; (2) former graduates from city- or state-funded early childhood education programs; and (3) children who did not attend preschool. In addition, the development of children in the three groups was compared across two forms of bilingual education: Transitional Bilingual Education and English as a Second Language. Analyses included cross-sectional comparisons of group differences, taking into account type and length of preschool experience, parental social class, and ELL instructional modes.