The problem that was the focus of this study is that only half of the students entering kindergarten in the United States are considered kindergarten ready. This problem is important because children who are successful in kindergarten are more likely to continue to be successful in elementary school. The purpose of this basic qualitative study was to explore the perspectives of prekindergarten teachers regarding lack of kindergarten readiness in students who completed a district-approved prekindergarten program and the challenges the teachers believe affected the level of kindergarten readiness. The conceptual framework for this study was based on the need for vertical alignment of classroom and instructional practices. Two research questions addressed prekindergarten teacher perspectives regarding kindergarten readiness and the challenges the teachers believe affect children's ability to achieve readiness. Data were collected from interviews with 10 prekindergarten teachers and were analyzed using thematic coding. Results indicated that teachers feel responsible for children's readiness, but they are hindered by administrative distractions, concerns for test validity, and the testing process. Implications include increased collaboration among teachers and administrators to improve testing and achieve greater student readiness. This study could lead to positive social change by being used to inform instructional or policy improvements that increase children's academic success. [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.]