Developmental kindergarten is an extra year readiness program for students age eligible for kindergarten, but deemed developmentally unready for formal instruction in kindergarten. It follows the maturational "gift of time" perspective that with regard to readiness, older is better. Despite a theoretical shift away from a maturational perspective of child development, limited research to support the program, and an awareness of factors other than relative age that affect readiness, there has been an increase in the implementation of developmental kindergarten programs. This thesis considers the perspectives of 19 teachers and administrators from four districts in a large southern California county, directly involved with programs in their districts. Although all participants are supportive of the program, researchers call for empirically validated interventions, not delaying school entry or admission into extra year readiness programs, to support at-risk students; access to high quality preschool seems to be the most promising solution.