Research shows that participation in a high-quality preschool can improve young children's readiness skills for elementary school, positively influencing behavioral, social-emotional, and cognitive outcomes. However, some preschool program evaluations document that some initial benefits may not persist into early elementary school. To explore how educators might build on and sustain the positive effects of preschool, the study highlighted in this "Results in Brief" examined two types of strategies that preliminary literature searches revealed as promising practices to support children's learning in early elementary school: (1) aligning instruction from preschool through grade 3 (referred to as P-3 alignment); and (2) differentiated instruction. The P-3 alignment strategy emphasizes coordination among standards, curricula, instructional practices and environments, student assessment, and teacher professional development between the preschool years and the early elementary school years. The differentiated instruction strategy focuses on teachers varying their pedagogical practices to meet the diverse needs and skills of individual students. This brief provides the study questions, design, and highlights from the full report. [For the full report, see ED571886.]