A year-long qualitative and quantitative study examined closely the literacy experiences of kindergarten children to discover whether literacy was based on the tenets of a balanced approach or if it was a hodgepodge of eclectic experiences which occur with little apparent reason. Knowledge of the emergent literacy research also framed and shaped the study. Participants were two kindergarten teachers and their students in a Midwestern affluent suburban school district in a state that does not require students to attend kindergarten. Both teachers taught in the same school and planned together. The morning kindergarten class had 23 children with one special needs student, while the afternoon kindergarten class had 21 children. Data were collected from October 1997 through April 1998. Results showed that literacy practices in the two classes were similar but limited; read aloud, centers, opening activities, and journal writing were the four most common literacy practices children were engaged in. There was little or no regular modeling of literacy activity by the teacher. Findings suggest the need for continued education of kindergarten teachers in the research related to emergent literacy and developmentally appropriate practice. (Contains 22 references.) (NKA)