This study seeks to determine what differences in readiness existed in Louisville, Kentucky children who had been exposed to various combinations of Head Start, Follow-Through and regular kindergarten. All first grade children in Louisville were tested with the Metropolitan Readiness Test during the first month of first grade. Data was analyzed with analysis of covariance, analysis of variance and correlation. Although additional data analysis is in process, five tentative conclusions are offered: (1) the token-economy Follow-Through kindergarten was better for these children than the regular kindergarten; (2) the best combination of Head Start and kindergarten was traditional Head Start followed by Follow-Through kindergarten; (3) the worst combination was Bereiter-Engelmann Head Start followed by regular kindergarten; (4) for children entering the Follow-Through program in kindergarten there is no evidence that there was an advantage in having had Head Start at all; and (5) for males entering the regular kindergarten program, any type of Head Start appeared to be better than none. (WY)