The primary purpose of this study was to test the implication that perceptual-motor development training will increase school readiness at the kindergarten level. Sixty kindergarten children were randomly assigned to experimental and control groups and administered the following pretests: Stanford Early School Achievement Test, Boehm Test of Basic Concept, and the Motor Facilitation Skill Survey. Posttests, in addition to these three, included the Metropolitan Readiness Test. The experimental groups were given a structured, sequential program of perceptual-motor development skills. A physical education program based on low-organized activities and a kindergarten readiness program were given to the control groups. Each group had a total of two hours of differential treatment per week for 24 weeks. The hypotheses of the study stated that a structured, sequential, perceptual-motor development program would demonstrate significant gains for the experimental groups in (1) academic achievement, (2) mastery of basic skills, (3) gross motor skills, and (4) fine motor skills. The analysis of the results showed that all four of the hypotheses were unsupported. (Author/TO)