Readiness skills of 1,261 kindergarten students were assessed with the use of the Kindergarten Instructional Design System (KIDS). The profile provides assessment in five areas: Motor, Visual, Auditory, Language, and Conceptual. Two statistical techniques were utilized to examine the underlying structure of the measure: factor analysis and multidimensional scaling. Hypotheses focused on confirmation of the factor analytic solution by the multidimensional scaling solution. Currently, multidimensional techniques are suggested for comfirmatory use with variables because the linearity restraints of factor analysis are seen as artificially confining to variables possessing a high degree of inter-relatedness. Both perspectives can provide useful information in attempting to discern the structure of a measure. Consequently, the new KIDS assessment measure provided an excellent opportunity to apply both techniques and compare the solutions. The information was judged in reference to ease in interpretation, as well as the amount of information provided by each technique. Some statement as to their similarity is proposed, and when confirmed, is seen as validation of the underlying structure. (Author/BW)