School readiness is associated with children's subsequent school based-outcomes. School readiness covers skills, behaviors, and attitudes related to whole child development. It is a multidimensional issue regarding readiness in children, and for parents and schools. Therefore, the issue concerns parents, teachers, and researchers. In the present study, a phenomenological research design was used to examine and compare parents', pre-service and in-service preschool teachers' views on school readiness. The participants of this study were 50 parents, 50 pre-service and 50 in-service preschool teachers. The participants were selected using the purposive sampling method. Semi-structured interview protocols were used to collect the data. The participants were asked four main questions regarding the definition of school readiness, factors related to school readiness, problems in school readiness, and their suggestions for improvements in school readiness. The findings revealed that the participants mostly defined school readiness from a maturationalistic perspective regarding children's developmental domains, especially cognitive and psychomotor skills. Mothers and preschool teachers were described as the most effective people in the school readiness process. Participants' explanations regarding problems in the school readiness process and their suggestions to improve children's school readiness were discussed in light of the literature.