The purpose of this quantitative comparative study was to explore kindergarten teachers' perceptions of student readiness. The factors that impacted readiness when students entered kindergarten had not been clearly and consistently identified. The study extended research on factors associated with kindergarten student readiness and included teacher school district location and teacher experience. The population affected by this study included the general population of kindergarten teachers working in urban, suburban, and rural public school districts in Pennsylvania.Data collection procedures included the utilization of a survey tool (Appendix A) administered via a Google Form that was emailed to kindergarten teachers who worked in urban, suburban, and rural public school districts located in Pennsylvania. The collected data was imported from the Google Form and entered into the Statistical Package for the Social Sciences (SPSS) for analysis. The variables were analyzed using a Two-Way Analysis of Variance. The kindergarten student readiness factors considered to be important by kindergarten teachers were analyzed utilizing a One-Sample t-Test. The analysis identified that there was a significant difference in teachers' perceptions of readiness compared to teacher school district location. Additionally, there were student readiness factors indicated that kindergarten teachers considered to be important or not to be important.The results of the research findings indicated that urban kindergarten teachers' perceptions were significantly higher than rural teachers' perceptions of student readiness. This finding indicated that urban kindergarten teachers expressed greater perceptions on student readiness than rural kindergarten teachers. Research findings indicated there was not a statistically significant difference in teachers' perceptions of student readiness between novice and experienced kindergarten teachers nor a significant interaction effect of school location and kindergarten teachers' experience on the perceptions of school readiness. Research indicated thirteen student readiness factors there were statistically significant as indicated by kindergarten teachers. Conclusions of the research study included providing a better understanding and awareness of the factors that contributed to kindergarten teachers' perceptions and beliefs about student readiness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]