This quantitative study examined the perceptions of educational leaders regarding their professional assessments of kindergarten screenings, registrations and educational practices relating to the readiness of children to do school work before they enter kindergarten. This examination finds shared commonalities between educational leaders from a rural East Tennessee United States school district. The current study used a modified survey instrument, Kindergarten Registration and Screening (Kloss, 1996) to guide the analysis of data gathered through a survey questionnaire from participants. The major findings from this study discovered that there is a consensus that all children, with the exception of those faced with the most severe instances of abuse, neglect, or disability, should enter school prepared to learn academic content by the age of five. Other findings indicate there is an agreement among the study population that kindergarten registration and screening is beneficial and should continue. The process should include a health history, vision, hearing, speech, and screenings but exclude standardizing testing. A few responses indicated that new practices were being considered. The open-ended responses indicated levels of familiarity among groups in the specific area of entrance practices, stating that cut-off dates should be earlier and the student must be five with pre-kindergarten becoming mandatory. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]