This article is based on a study that examines the Head Start goal of school readiness in the context of inner city communities that reflect the socio-cultural-economic environment of a more neoliberal and globalized world. The research was conducted as a qualitative and naturalistic inquiry and data collection included document review, in-depth interviews and classroom observations in four Head Start centres in a particular New York City community. The objective of the study was to better understand how the local community and parent body have changed over time, and to assess the effectiveness of the centres in providing appropriate services to the children and their families and preparing them to be ready for primary schooling. Findings are seen in the areas of classroom curriculum, assessment procedures, changes experienced over time, and the future potential of Head Start, raising critical issues such as the tension between school readiness and educating the whole child. Such issues question old policies that fail to address dramatic changes in inner city demographics and the tensions between targeted and universal early childhood programmes.