The goal of the Carolina Abecedarian Project was to give high-risk children educational experiences early in life so that they could achieve school success. Beginning at age 3 months, a sample of 111 economically disadvantaged African-American children were randomly assigned to receive either high-quality child care or no treatment. Children in the treatment group received child care for 6 to 8 hours per day, 5 days per week through kindergarten entry at age 5 (Horacek, Ramey, Campbell, Hoffman, & Fletcher, 1987). The caregiver-to-infant ratio in the child care center was 1:3 initially, and increased to 1:6 as children got older (Campbell & Ramey, 1995). The activities that teachers carried out targeted four areas: cognitive and fine motor skills, social and self-help skills, language, and gross motor skills. Activities were individualized for infants and children based on readiness. As the children reached age 3 or 4, the center became a preschool program with centers for a variety of activities. Long-term follow-ups show a delayed age at childbearing among children who participated in the preschool program (Campbell, Ramey, Pungello, Sparling, & Miller-Johnson, Forthcoming). Among those who had a child by age 21, participants in the preschool program were, on average, 1.4 years older than those in the control group (19.1 years compared with 17.7 years in the control group) and were less likely to have had a teenage birth.