The All Day Kindergarten (ADK) program was established in five schools within the Wichita (Kansas) Public School System during the 1988-89 school year. The goal was to establish a full-day balanced readiness program that would enhance skill building in the cognitive, social/emotional, and motor development areas. A formative evaluation was conducted during this first year of operation. The evaluation included classroom observation surveys of teachers and parents; comparison of students with students in control schools regarding scores on the Iowa Tests of Basic Skills (ITBS) and a motor skills test; and comparison of data on attendance, mobility, retention, and special education placement. Finally, a cost analysis was performed. Observations were conducted in 16 classrooms; and 5 principals, 13 teachers, and 34 parents were surveyed. Results indicate that: (1) teachers, administrators, and parents support the program; (2) ITBS scores were higher for ADK students than for controls; (3) motor skill testing and attendance and mobility data showed no significant differences across groups; and (4) retention rates were higher and there were fewer special education placements for ADK schools compared to controls. Although the program was very costly, it is recommended that it be continued and extended to other schools. Twelve tables and eight bar graphs are included. Questionnaires used in the study are appended. (TJH)