The major purpose of this study was to present some findings relative to the benefits and the effectiveness of total learning in a full-day-kindergarten program as compared to the traditional half-day kindergarten program. To do this the Evansville-Vanderburgh School Corporation of Indiana, implemented and conducted a full-day kindergarten pilot program during the second semester of the 1978/1979 school year. The program was continued during the full 1979/1980 school year. Full-day kindergarten children in four pilot schools (experimental group) and a random sampling of half-day kindergarten children (control group) from schools containing the half-day kindergarten session participated in the study. It was hypothsized that children who attended a full-day kindergarten program would show greater growth in cognitive, psychomotor, affective, and linguistic skills than those children who attended the half-day kindergarten program. To test this hypothsis each child from both groups was administered three evaluation instruments. These were the California Achievement Tests, the Boehm Tests of Basic Concepts, and the Gates-MacGinitie Reading Tests. Personal interviews, questionnaires, and observations were used to collect additional information from teachers and parents. In general, results revealed that full-day kindergarten students scored significantly higher in the above three tests; that most parents (91.6%) of children who attended full-day kindergarten prefer full-day kindergarten; and that full-day kindergarten teachers have a favorable attitude about full-day kindergarten while first grade teachers are undecided about full-day classes. (Author/MP)