This report presents an evaluation of Cleveland's Kindergarten Enrichment Program, 1971-1972. The program was designed to provide continuation of the enriched learning experiences initiated in preschool, and to create environments conducive to learning for children without preschool experience. Target classes were chosen according to a poverty index. The program has the following components: teacher assistants in kindergarten classrooms, male college students serving as models, a program of instructional and supportive services, and parent involvement. Approximately 6,000 children in 208 classrooms were served during the 1971-72 year. As measured by the Stanford Early School Achievement Test and the Metropolitan Readiness Test, project participants evidenced significant growth in readiness skills. Staff interviews and other verbal reports indicated that traditional kindergarten classroom behavior patterns had been changed in positive ways. It is stressed that direct observation of teacher and child behavior is needed to make future evaluations. Program staff and training workshops are evaluated. (DP)