Children's perceptions of the developmental opportunities afforded by school and afterschool were studied. The data support prior research showing that inequitable patterns exist, across gender, ethnicity, age, and socioeconomic status, in children's perceptions of the opportunities provided by school. Afterschool programs, conversely, are faring better in providing equitable opportunities to develop. Children reported greater opportunities to develop in afterschool than in school, and these patterns were consistent across gender, ethnicity, and age. The study has implications for creating learning environments where development is not only possible but likely for all children. Features of positive developmental settings are discussed. (Contains 5 tables and 2 figures.)