There is a need for Early Childhood Education prior to attending elementary school, to create a preschool age preclusion for school readiness. This study contributes to the current body of research on the impact of Early Childhood Education on reading achievement. The purpose of this study was to determine if attending a preschool program made an impact on students reading achievement from kindergarten through third grade. The study examined standardized assessment data, along with parent perspectives on Early Childhood Education. The results of the study showed that preschool attendance had no impact on students taking the Northwestern Evaluation Association (NWEA) assessment (2022). The results of the study indicated that preschool attendance had an impact on students taking the Developmental Reading Assessment (DRA3) in kindergarten through third grade. The results yielded similar results when comparing Developmental Indicators for Assessment 4 (DIAL-4) scores to the NWEA assessment scores. Students in first grade revealed an impact, but second through third grade students did not have an impact on their reading achievement. Comparing the DIAL-4 assessment scores to the DRA3 data, students in kindergarten through third grade had significant impact on reading achievement. The study analyzed parent perspectives regarding preschool attendance, finding that each parent had positive experiences and believed those experiences prepared their child for kindergarten. The recommendation for future study include exploring the assessment data for grade level equivalency when indicating the connection between preschool attendance, determining high-quality preschool programming within the community, and a greater participation on parent questionnaires. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]