The study used an experimental design that assigned 123 black children to either program or no-program groups. At ages 3 and 4, the program group received active learning instruction from teachers trained in early childhood education. Teachers conducted daily 2.5-hour classes for children on weekday mornings and made 1.5-hour home visits to each mother and child on weekday afternoons. Using key experiences derived from child development theory, teachers encouraged children to engage in play activities through which they learned to make choices and solve problems. Data were collected on both program and no-program groups annually from ages 3 through 11 and at ages 14, 15, 19, and 27. Study findings showed that the active learning approach prevented crime, improved educational performance, contributed to economic development, and strengthened commitment to marriage. Only 7 percent of the program group had been arrested five or more times, as compared to 35 percent of the no-program group. Significantly fewer program group than no-program group members had been placed on probation for delinquent offenses as teenagers (6 percent versus 22 percent). Potential long-term benefits of using the active learning approach with preschool children and their parents are examined. 10 references, 1 table, and 2 figures