Children in the researcher's rural school district have limited opportunities for a high quality preschool programming that prepares them for school readiness. Quality preschool programming is defined as teachers with proper qualifications and training, small class size, stimulating curriculum, and parent involvement. The theoretical foundation for this study was based on Piaget and Vygotsky's child development theories of literacy acquisition. This study examined preliteracy readiness in Kindergarten children who attended either a half-day preschool program, full-day preschool program, a half-day day care center, full-day day care center, or no early childhood program experience, as determined by the Kindergarten Readiness Test (KRT), administered prior to their entering kindergarten. Analysis of variance (ANOVA) Welch "F" procedure was used to evaluate mean differences between the programs. The results showed that students who attended a quality full-day preschool program, full-day day care center or half-day day care center entered kindergarten with school readiness skills in language and literacy. Students who attended a half-day quality preschool program or had no early childhood program experience did not enter kindergarten with school readiness skills in language and literacy. There were no clear reasons for a lack of readiness skills identified in this study. Based on previous studies of school readiness possible reasons may include parental involvement, home environment and socioeconomic status. The study contributes to social change by helping parents make informed choices about early childhood programming, and suggesting ways to reduce expenditures for remedial and special education services. [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.]