This study reports results of an evaluation of the developmental, parent involvement, staff development, and supportive services components of the Get Set Day Care Program in Philadelphia. During 1978-1979, the program provided day care and educational services to approximately 4,100 children in 70 sites. Developmental Behavior Checklist (DBC) data revealed that the Get Set Day Care Program participant's mastery of gross motor, fine motor manipulation, fine motor draw/write, social interaction/rapport, social responsibility-self help, cognitive and language skills was equal to that of all six Philadelphia School District Pre-Kindergarten programs combined. The developmental emphasis seen most frequently was social interaction. The major adult role observed was that of direct teaching. The majority of the staff had attended one or more workshops during the year, and also were generally satisfied with services provided by supervisors. The Creative Arts, as a topic for staff development, were agreed upon as having helped in classroom effectiveness and were preferred as a topic for future staff development. Parent involvement data revealed that an increase in volunteer hours contributed to the program. Supportive services, in the form of health, psychological and social services were, in general, provided in consistent fashion. Evaluation data are summarized in five appendices. (Author/RH)