Federal policy changes for Head Start (HS) elevate the importance of measured academic performance over other traditional program aims, particularly those associated with the social-emotional development of children. Concerned about the possible effects of these changes on children, based on observations and interviews, detailed portraits of teachers, parents, and children in a program serving the chronically homeless were constructed. Based on these portraits, the authors conclude that the question that has largely directed studies of HS--"does Head Start do any lasting good?"--is the wrong guiding question for policy. The better question is "What is good for them now?"