In 1914-15, the Bureau of Education made a study of kindergarten training schools, the results of which were published in Bulletin, 1916, No. 5. Following the publication of this bulletin, a number of supervisors of kindergartens throughout the United States requested the Bureau of Education to make a study of kindergarten supervision similar to that of training schools. The results are presented in the accompanying report. Study of the material provided within this report shows that the custom among school officials is to class supervisors of kindergartens with supervisors of special subjects, such as music, art, manual training, and physical education. This listing implies that the kindergarten is a subject rather than a stage or phase of education. The hope is that one of the results of the publication of this manuscript will be to correct this classification by bringing to light the true function of kindergarten supervision, which is that of dealing with teachers and children, not with a subject. Contents of this bulletin include the following: (1) Cities having kindergarten supervisors; (2) Supervision in cities grouped according to population; (3) Supervision in cities grouped according to number of kindergartens; (4) Preparation and experience of kindergarten supervisors; (5) Responsibility of supervisors in organization and administration of kindergartens; (6) The kindergarten program or course of study; (7) Visits to kindergartens--interviews and meetings with teachers; (8) Points upon which supervisors base their estimates of kindergarten teachers' ability; (9) Methods of stimulating teachers to further study; (10) Relation of school principals to kindergarten teachers and kindergarten supervisors; (11) Relation of supervisors of special subjects (music, art, manual training, physical education) to the kindergartens; (12) Kindergarten-primary instruction for both groups of teachers; (13) Cities in which no special supervisor of kindergartens is employed; (14) Opinions of kindergarten teachers as to the type of supervisor deemed desirable; (15) Practical suggestions for nonsupervised systems of kindergartens; and (16) Conclusions and recommendations. (Contains 7 tables and 51 footnotes.) [Best copy available has been provided.]