This study examines the degree of correlation between the age of a child on entering kindergarten and the child's academic achievement. A review of literature provides evidence that premature learning may actually create a block to later learning. One study reported that many chronologically young children who had a higher than average I.Q. failed academically, and that nearly a third of the entrants were poorly adjusted. Other studies found that underage children had greater problems in all areas except scholastic achievement, and especially in social and emotional adjustment. In fact, overage children made better progress than did underage children. The conclusion of some educators is that delayed schooling is more effective and potentially less damaging than early school entrance. In this study, the Developmental Test of Visual-Motor Integration was administered to two samples that were randomly selected from 81 kindergartners. Ages ranged from 5 years, 6 months, to 6 years; and from 4 years, 11 months, to 5 years, 5 months. Findings indicated that the older group obtained significantly higher scores. There was a positive correlation between entrance age and academic achievement in kindergarten. (SH)