The focus on improving children's readiness for kindergarten has intensified globally. While most studies examine this issue prior to children entering kindergarten, little is known about how education stakeholders make sense of readiness once children enter kindergarten. This article addresses this gap by examining how a range of stakeholders made sense of kindergarten readying children for elementary school. Our findings suggest that while context played a significant role in their conceptions of readiness, their understandings of this construct differed from previous work in that stakeholders no longer worried about children's readiness to learn. Rather, they wanted to ensure children learned enough to be successful in school and beyond. Moreover, they shifted the responsibility for such readiness from the child to the entire system. Still, these stakeholders focused on children's future learning. Such attention to the future not only ignores the present but also framed children at risk for success in and out of school. Such findings suggest education stakeholders should conceptualize school readiness as a multifaceted process that occurs in the present. This may allow for new policies that expand both the conceptions of the ready kindergartner as well as the practices that align with these stakeholders' conceptions of readiness.