Interviews with 15 mothers were analyzed to investigate how these mothers, who chose to delay their child's kindergarten entry, organized their children's environments during the hold-out year. Previous analyses of the interviews identified two categories of mothers, who were substantially different in their decision-making. In the current paper we report that the two groups were also notably different in the activities they organized during the hold-out year. A maturational theory valuing "the gift of time" characterized one category of mothers; the others were motivated by a philosophy that gave them a more active role in shaping their child's experiences and environment. Understanding the implications of these contrasting theories allows educators to select approaches that are effective for each group. (Contains 1 table.)