The purpose of this study was to assess the influence of Piagetian developmental theory on educational practice in kindergartens throughout southern Illinois. Data were collected through a questionnaire which sought information on teacher characteristics, the classroom setting, the teacher's curriculum approach and types of activities used in each classroom, and the teacher's knowledge of Piaget's theory. Twenty-three kindergarten teachers responded to the questionnaire. Tables indicate subjects' teaching experience, number of children in classes, types of curriculum materials used, time alloted for free play per day, objectives of math and reading activities, and ways children were grouped for instruction. Most teachers knew of Piaget and his theories, but their answers and descriptions of their classrooms did not indicate that they had applied his theory to their teaching. (Author/RH)