This study obtained data to compare the progress of low income Follow Through pupils with full-year Head Start pupils attending regular kindergarten classes. Five groups of children were compared according to class characteristics, parent participation, teacher interviews, and parent interviews. All groups were administered the Metropolitan Readiness Test and the Wichita Guidance Center Kindergarten Check List. ITPA was given as a pre- and posttest. The home conditions of the two groups of pupils who had full-year Head Start were found to be comparable. A high level of parent involvement in school and school-related activities was indicated. Interview data showed that teachers were enthusiastic about having teacher aides and noted improvement in pupils in the areas of awareness and self-acceptance, development of interest levels and curiosity, and readiness for more formal instruction. Of the five groups, Follow Through pupils showed the greatest gains in adjustment to school. On a test of readiness, full-year Head Start pupils not in Follow Through were comparable to full-year Head Start pupils in Follow Through. In language development, greater mean gains were made by Follow Through pupils on six out of nine subtests and on the total score. The growth of Follow Through pupils will be studied as they progress through the various grade levels. (DR)