Literature on age of entry into formal education is inconsistent at best in determining if early or late entry impacts the educational experience in positive or negative ways. The purpose of the current study was to add to the literature by examining the relationship between age of entry into formal education and participation in the Accelerated Reader (AR) program. It was hypothesized that chronologically younger children would earn fewer points than their older peers at each grade level and that females would perform significantly better than males in the program. Data was gathered from the 2009-2010 school year from two small elementary schools in the mid-west, each enrolling kindergarten through fifth grades. Results revealed significant differences between the two schools at the 2nd, 3rd, and 4th grades on total AR points earned, quizzes passed, and quizzes taken. To further investigate these findings, results were sorted by grade level. In 2nd grade, the total number of points accumulated, quizzes passed, and quizzes taken were significantly different, while in 3rd and 4th grades the only significant findings were the quizzes passed and quizzes taken. Additionally, relationships were found between age and the variables of quizzes passed and quizzes taken at the fourth grade level and as predicted, females achieved significantly higher scores than males. Results are discussed in light of: (a) conflicting research on age of entry into formal education, (b) the role cognitive development plays in reading programs like AR, and (c) implications for implementing reading programs. (Contains 2 tables.)