Although kindergarten entry is delayed for a significant number of children each year, many aspects of this practice have not been investigated. This study examined reasons mothers chose to delay their child's kindergarten entry and the decision-making process related to this choice. Participating in this qualitative interview study were 15 mothers who chose to delay their children's kindergarten entry for the 1996-1997 school year, despite their child being eligible for kindergarten entry. Tape-recorded interviews were transcribed and coded using computer software specifically designed for qualitative data analyses. Findings revealed that mothers clearly fell into two groups, distinguished primarily by factors upon which they based their decision and the timing of the decision. Mothers in the PV group based their decision on factors associated with their own experiences and philosophies, many first considering delay at their child's birth. Following their initial consideration of delaying school entry, these parents entered a confirmatory period in which they sought advice and information that confirmed their decision. Mothers in the CV group did not consider delaying their child's entry until they were confronted with a child characteristic or experience that they considered problematic or potentially problematic. CV mothers represented many occupations and educational levels. During a tentative period these mothers considered a variety of variables associated with their own experiences, their child's characteristics, and school characteristics. They communicated a strong concern about their child's future school experiences. Findings of this study will serve school psychologists in counseling parents who are considering delaying their child's kindergarten entry, designing effective and efficient strategies to reach families who are considering delaying entry, and promoting the interaction of education professionals to support the needs of these families. (Contains 21 references.) (KB)