This study assessed teachers' opinions about the promotion of immature children to first grade. A total of 224 teachers from private and public elementary schools in Mississippi completed a questionnaire that addressed such issues as the relation between maturity and readiness, repetition of kindergarten, academic and peer pressure, and the preparatory role of kindergarten and nursery school. Descriptions of responses to specific questions are provided. Results supported the position that most teachers, and especially those in private schools, recognize the need for immature children to be allowed to gain maturity by spending more time in kindergarten. Teachers reported that most children gain understanding and confidence with a second year of kindergarten. Teachers also reported that some children are difficult to evaluate in regard to their readiness to enter first grade. It is concluded that school systems should offer transitional classrooms for children between kindergarten and first grade, and that immature children should be allowed to remain in kindergarten for a second year. Appendices include 7 references, 18 questions from the teacher survey, and tables of quantitative data from the study. (GLR)