Hence, the goal of the present contribution is to look into childcare arrangements at preschool age and later child outcomes in Denmark while considering the role of maternal education and type of care. Denmark represents an interesting case for studying this issue, because it strongly defamiliarizes childcare, placing much weight on a well-developed and much frequented ECEC system that is viewed as a cornerstone of the Danish Social-Democratic welfare model (Gislason and Eydal 2011; Del Boca 2015). In concrete terms, we first examine in which types of early childcare Danish children are being cared for at age three. Second, we investigate whether and how maternal education is associated with the type of three-year-old children's preschool care arrangement. Third, we explore whether maternal education and the type of early childcare at age three are related to children's later outcomes as measured by their language skills and cognitive skills at age 11 as well as their cognitive skills at age 15. Our descriptive and multivariate analyses are based on data from the Danish Longitudinal Survey of Children. The remainder of this chapter proceeds as follows: to begin with, we provide the reader with knowledge on the relevant contextual background of our study. Afterwards we portray our research interests, followed by a description of the data, research design, and methods applied. We then move on to the presentation of our empirical findings. The chapter ends with a brief summary and discussion. (author abstract)