In this study, confirmatory factor analyses (CFA) were conducted to facilitate the examination of the status quo of the developmentally and culturally inappropriate practices (DCIP) that may exist in U.S. kindergarten programs given the self-reports and preferences of a nationally representative sample of kindergarten teachers (N=3,047) and administrators (N=866) surveyed in the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999. The data were also used to investigate the qualifications of the teachers and administrators relative to educational backgrounds, teaching experiences and certifications. Furthermore, Hierarchical Linear Modeling was used to investigate the relationships between DCIP and the qualifications of the kindergarten teachers and administrators. The CFA model, with Goodness of Fit Index (GFI) = 1.00, and [chi square] (5, N = 2514) = 4.10, p > .53, in fact favored the theory of the developmentally and culturally appropriate practice. Moreover, the study revealed that the role of culture in kindergarten programs was not well defined operationally, and its significance was likewise overlooked. In addition, a large percentage of kindergarten teachers and administrators were poorly qualified, which may account for the prevalence of the developmentally and culturally inappropriate practice and beliefs in U. S. kindergarten programs.