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Although scientific research has clearly shown that preschool programs prepare children for kindergarten, increasing attention has been drawn to whether these early investments in children's education have long-term impacts. Here, we argue that long-term impacts of preschool cannot be viewed in isolation from children's subsequent experiences and, in fact, are unlikely absent of continued investments in children's education. As part of this commentary we focus on two key themes: (a) what we can expect from one year of preschool education; and (b) what happens after children enter elementary school. In addressing these themes, we contextualize the work of Lipsey and colleagues (2018) in the existing evidence base and discuss areas in need of continued empirical attention. [This is the in press version of an article published in "Early Childhood Research Quarterly."]