The cognitive and self-regulatory outcomes of 362 low-income children were compared between those who attended two years of Head Start versus those who attended one year of Head Start followed by one year of public school-based pre-k. Results showed improved cognitive skills for children who transitioned from Head Start to school-based pre-k, but no differences between groups in self-regulatory skills. This study draws on data from the Tulsa study of Early Education and Development (SEED) cohort. Authors discuss policy implications and recommendations for expanding public school-based pre-k, as well as enhancing literacy and math instruction in Head Start.