The purpose of this study was to develop and implement a kindergarten program that would acquaint children with activities and organizational patterns used in an open-classroom first grade. To accomplish such a program, the Oh We Learn (OWL) kindergarten curriculum model, which utilizes free-choice centers for emotional and social development and prescriptive centers for structured academic readiness activities preparing children for the transition and success in first grade, was developed. The Shawsville Elementary School, Shawsville, Virginia, was chosen as the site to implement the OWL model, while the Riner Elementary School, Riner, Virginia, which used a traditional curriculum, was chosen as a comparison kindergarten. Ten demographic variables were used to establish the population and to serve as factors influencing readiness. They were: 1. Sex. 2. Age. 3. Absences. 4. Parent participation in the kindergarten. 5. Father's education. 6. Mother's education. 7. Socio economic status. 8. Home environment. 9. Child's sociability. 10. Siblings. In the fall, spring, and first grade, verbal and performance abilities in both kindergartens were measured by subtests of the Form A of the Metropolitan Readiness Tests (MRT, Hildreth, et al, 1969). The Boehm Test of Basic Concepts (Boehm, 1971) and the Slosson Intelligence Test for Children and Adults (Slosson, 1971) were also used to gather comparison data in both kindergartens. Additional data collected on the Shawsville kindergarten included the scores of the Wechsler Intelligence Scale for Children (Wechsler, 1958), the Comprehensive Mathematics Inventory (Rea and Reys, 1970), and the Metropolitan Achievement Tests (MAT, Durost, 1971). Summated scores for the Shawsville and Riner kindergartens were used as a primary basis for analysis. Means of summated scores for the 10 demographic variables and the subtests of the six instruments were analyzed for each kindergarten. Factor analysis was used to determine the underlying factors affecting achievement. Pertinent findings from this study include the following: 1. Very little difference appeared between the Shawsville demographic variables and the Riner demographic variables. 2. In the fall the verbal abilities of the Riner and the Shawsville children were basically the same, with Shawsville scoring higher in word meaning and listening. 3. In the fall the performance scores of the Riner children were higher in every area. 4. In comparing the spring MRT of the Riner children with that of the Shawsville kindergarten, the Shawsville kindergarten scored higher in every area except word meaning. 5. The Riner children had a higher score on the MRT in first grade than they did in the spring testing. This was explained by the changing of many of the low SES children to another school district. 6. In comparing the first grade MRT scores, the Shawsville kindergarten scored higher in alphabet, matching, and copying. The Riner kindergarten scored higher on word meaning, listening, and numbers. This was in spite of the change in school population and the expected decline of achievement over the summer. 7. In the Riner kindergarten the mother's education and the home environment loaded the achievement factor. 8. In the Shawsville kindergarten the use of the OWL model seemed to overcome the influences of the home environment and the mother's education on achievement. 9. According to national norms, the fall MRT test scores showed the Shawsville kindergarten to rank in the low normal range and the Riner children in the average range. 10. According to national norms, the spring MRT test scores showed the Shawsville kindergarten to rank in the high normal range and the Riner children in the average range. 11. According to national norms, the first grade MRT test scores showed the Shawsville kindergarten to rank in the average range and the Riner children in the high normal range. This was explained by the altered division of the school district. 12. In comparing the MAT scores of the Shawsville kindergarten with national norms, all the scores ranked in the average normal range, with word knowledge being the lowest and total reading being the highest. 13. The OWL model seemed to overcome home environment influences better than did a traditional model. 14. The results of this study lead to the conclusion that the OWL model did prepare the Shawsville children for first grade experiences and that their achievement would be at least as good as those children who participated in a traditional kindergarten program. / Ed. D.