This meta-analysis studies the association of pedagogical processes in early childhood care and education with outcomes in two academic domains: language and literacy as well as mathematics. It synthesizes evidence from 17 longitudinal studies in nine European countries with 16,461 children in regular center-based care spanning the period between ages 3 and 16. Results of a three-level meta-analysis provided small overall effect sizes for both global and domain-specific process quality, and indicated lasting associations with academic development over children's school career (ES = 0.11, Cohen's d = 0.22, and ES = 0.10, Cohen's d = 0.20). Effects varied by outcome domain, type of process measure, and differences in adopted analyses, with important implications for pedagogical practice and future research.