This paper is an empirical statistical analysis and interpretation of data relating to school readiness previously examined and reported on a theoretical basis. A total of 118 white, middle class children from six consecutive kindergarten groups in Dearborn, Michigan were tested with seven instruments, evaluated in terms of achievement, ability, and overall maturity by their teachers, and physically examined and x-rayed. In comparing these diversified bodies of information, which also included sex and chronological age, 69 independent variables related to school readiness were counted which represented the range of phenomena to be factor analyzed. Performance of the analysis permitted the synthesis of new entities, or factors, which were far fewer in number than the initial raw variables. Analysis findings revealed seven facets of readiness which together are basic determinants of overall school readiness. They include cognitive readiness, chronological age, reading readiness, body of knowledge, perceptual differentiation, physical development status, and biochemical maturity factor. In the interpretation of each factor, the most highly loaded variables are listed and examined. Discussion focuses on the changed readiness concept, sex differences, chronological age, the importance of knowledge, and the accomplishments, limitations, and implications of this factor analysis. (SDH)