This descriptive qualitative study offers insight into how mothers decide to delay kindergarten entry. Analyses of interviews reveal that the fifteen mothers in this study could be classified into two groups. One group based the decision on variables associated with their children, usually something problematic. Mothers in the second based the decision on their personal philosophies of schooling and child development. These mothers reported no specific concerns about their children's characteristics or experiences. Thus, two very different groups of mothers were found. The groupings will be of interest to researchers as they reveal that not all mothers are reacting to their child's characteristics, when they form the decision to delay kindergarten entry.