Kindergarten readiness assessment is considered important for identifying and facilitating successful school experiences for young children. However, little is known about the assessment process schools are using. The purpose of this study was to examine teachers', parents', and administrators' perceptions of the kindergarten readiness assessment process. A questionnaire was mailed to administrators, teachers, and parents in four states. Responses were received from 30 administrators, 81 teachers, and 85 parents, and followup telephone interviews were conducted with 7 administrators, 10 teachers, and 17 parents. Results indicate that parents have been minimally involved in the assessment process and have little knowledge of what it entails. In addition, it is apparent that most school districts have developed their own instruments for conducting kindergarten readiness assessment with great variability in timing related to assessment administration. Implications of these results are discussed in relation to young children's success in kindergarten. (Contains 8 tables and 21 references.) (Author/SLD)