The inclusion of prekindergarten programs has increased awareness as to whether or not children are gaining the readiness skills necessary for a successful entry into kindergarten. This study examined the impact of preschool experiences on kindergarteners' reading readiness levels. This study determined whether or not there were differences in kindergarten students' alphabetic principle scores, phonemic awareness scores, phonics scores, and overall literacy scale scores as measured by the STAR Early Literacy Assessment. The type of preschool experience, the independent variable, was based on the following: Tennessee Voluntary Pre-Kindergarten program (VPK), Head Start, Community Daycare, or None. A total of 750 students from one school system in West Tennessee was used. In this study, there were 539 students who attended VPK, 180 students who attended Head Start, 12 students who attended the Community Daycare, and 19 students who did not have a preschool experience. The dependent variables were the STAR Early Literacy scores obtained during the 2014-2015, 2015-2016, and 2016-2017 school years. The data included participants' Fall, Winter, and Spring scores and used the following subscores: alphabetic principle scores, phonemic awareness scores, phonics scores, and overall literacy scale scores. The students' socioeconomic status was a control factor. Disaggregating the data helped the researcher identify trends and patterns in the data. A Two-Way Mixed ANOVA was conducted to assess effects and interactions between participants' alphabetic principle scores, phonic awareness scores, phonics scores, and overall literacy scores measured by the STAR Early Literacy Assessment. The Two-Way Mixed ANOVA results indicated there were statistically significant main effects between alphabetic principle scores, phonemic awareness scores, phonics scores, and overall literacy scores based on the type of preschool experience (p < 0.001). These findings indicated that the VPK program had the highest scores in alphabetic principle and phonics, whereas the Community Daycare preschool program had the highest scores in phonemic awareness and overall literacy scale for increasing students' reading readiness scores as they enter kindergarten. Additionally, attending a preschool or prekindergarten program may also be beneficial to increasing students' reading and writing capabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]