This study identified patterns of classroom and family experiences and developmental outcomes for young children in segregated early education. This study is based on data from a high-quality early education program serving young children from low-income households in 19 schools across the U.S. The sample included 1,521 children during the 2016–2017 school year. The analysis examined patterns of association between the racial/ethnic composition of Educare sites and family risk factors, classroom quality, and children’s language and social-emotional performance and growth across the academic year. Research Findings: Findings indicated that although classroom quality, measured through traditional tools, did not vary by school racial/ethnic composition, sociodemographic risk factors, children’s language and social-emotional outcomes did vary by this variable. (author abstract)