Nearly all studies of preschool’s long-run effects examine means-tested programs; little is known about the long-run effects of universal programs. A number of key differences—including population served, scale, and counterfactual options—may cause universal programs to have different effects than previously studied means-tested programs. Using a difference-in-differences framework, I estimate the effects of Georgia’s first-in-the-nation statewide universal pre-K program on adult educational attainment and employment. The program made children 4.5 percent more likely to graduate from high school and 13.7 percent more likely to obtain a bachelor’s degree (although the latter effect is imprecise). I find similar results in a supplemental analysis that uses the synthetic control method. I find no effects on associate degree attainment or employment. (author abstract)