A case study of preschool education in Kisumu, the second largest municipality in Kenya, investigated the distribution of preschools and assessed the appropriateness of curriculum, professional qualities of teachers, and the suitability of instructional resources, including the physical infra-structure of the preschools. The term 'preschools' refers here to day nurseries, play groups, kindergartens, preschools, and nursery schools. Data were collected through classroom observation, questionnaires and interviews. Participants were all education officers and inspectors, all nursery school proprietors, and 60 per cent of all preschool teachers. Results indicate that the majority of teachers had low academic qualifications, teacher training is inadequate, control of preschools by the Ministry of Culture and Social Services results in policy problems, parents of preschool children and school authorities are dissatisfied with the administration of standard entrance examinations in preschool centers, schools are fairly well distributed, schools are poorly equipped with instructional materials, and in view of the expense incurred, parents question the need to send children to preschool. Recommendations based on the findings are offered and related materials are appended, including national and Kisumu municipal statistics, a weekly schedule of preschool activities, a standard schedule of learning activites, and copies of research instruments used in the case study. (RH)