By exploring the kindergarten program found in two public elementary schools in a middle-class neighborhood in central Alabama, a study examined age at school entry as a critical factor in achievement in Alabama kindergartens. The sample consisted of 100 kindergarten students (53 boys/47 girls; 96 white/4 black)--77 were 63 months or older, and 23 were 62 months or younger; 67 had preschool experience, while 33 had no preschool experience. Both groups were exposed to the traditional kindergarten curriculum with computer-assisted instruction in readiness skills. The Pre-Reading Composite (Auditory Skill, Visual Skill, and Language Skill) subtest of the Metropolitan Readiness Test was used as the dependent variable; sex, age, and presence or absence of preschool experience were used as independent variables. Results indicated that the children did demonstrate differences in performance on the Auditory Skill subtest and were significantly affected by attendance at preschool. There was no significant difference in readiness achievement between older and younger children. Findings suggest that computer-assisted instruction may require caution in program material selection. (Tables giving descriptive statistics, a comparison of subtests by school and by preschool, and a comparison of age, preschool and interaction are included, and 13 references are appended.) (MM)