(2012). Preschool and kindergarten preparation: Teacher and parent beliefs within and across programs. Early Childhood Research and Practice, 14(2). Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA324982672&v=2.1&u=azpcld&it=r&p=AONE&sw=w&asid=8987cb4097ba764c00236f670dc0c23f2. Teachers often assume that students have all the primary requirements for kindergarten preparation, which must address the problematic assumption made regarding the student's educational background. This qualitative study will attempt to seek the opinions of preschool teachers from a larger study group from various parts of the country. This national interview process will attempt to uncover assumptions made about student development, as a means by which to augment the process of testing a student's ability to adapt to kindergarten standards. Boone et al (2003) agree with the need for a more comprehensive assessment process, including (a) are children ready to benefit from school, (2) preparation is more than just knowing the ABCs and numbers and that (3) children's backgrounds may vary. These standards provide a broader range of assessment processes that can test a student's background without assuming that the student can be prepared for kindergarten. Teachers need to provide more objective standardization of the child's educational skills as part of a preparation plan. The purpose of this study is to address the issue of teacher evaluations as part of a more effective preparation plan for incoming children