This evaluation of the Kentucky Preschool Program (KPP) focused on two broad areas: (1) readiness for kindergarten; and (2) promotion of language and literacy in the classroom and at home. Key findings include the following: (1) most children who were ineligible because of family income status successfully transitioned to kindergarten; (2) several differences were found between groups of children rated as more and as less prepared for kindergarten than other children, including differences in academic motivation, independence, social-emotional status, relationships with others, and family composition; (3) guidelines were developed for parents and teachers to provide experiences and activities to promote kindergarten readiness skills; (4) the primary reasons parents chose not to enroll their child in KPP were that their child was too young, they wanted to keep their child home with them, and logistical concerns; (5) key language and literacy experiences that teachers consistently implement included reading to children and providing follow-up activities related to stories; and (6) important language/literacy experiences not consistently occurring in preschool classrooms included book availability, writing utensils, and the use of strategies to extend children's play and support higher level thinking. Recommendations stemming from this and previous evaluation findings included studying further the program's eligibility criteria, summarizing readiness indicators and key experiences in a variety of formats for different stakeholders, and implementing a systematic professional development program focusing of teachers' use of recommended practices in language and literacy development and support of parents' use of these practices at home. (Eight appendices include data collection instruments.) (KB)