Problem: There are many viewpoints in the field of early childhood education for the term "kindergarten readiness." How the term is defined and considered by stakeholders, including parents, teachers, school leaders influences and impacts policy and program practices governing children's entry to school. Current literature provides the perspective of parents and teachers, but few studies provide an understanding of the term and its application from the viewpoint of school administrators. The purpose of this phenomenological study is to 1) explore philosophical paradigms regarding kindergarten readiness of elementary school administrators in one Midwest state including 2) their conceptions of readiness, 3) the resulting impact on local policies, and 4) the impact to practices regarding kindergarten enrollment. Procedures: This phenomenological study using e-survey data from 44 participants and e-interviews with 8 principals investigated how elementary school administrators construct and derive meaning regarding kindergarten readiness. The grand tour question, "How is kindergarten readiness considered by elementary school administrators?" focused an exploration of this phenomenon with sub-questions addressing the impact. Criterion and convenience sampling (Creswell, 2014) with an e-survey, in-depth interviews (Seidman, 2006), and document analysis were used for data collection. Data analysis used coding procedures to identify key themes; and verification strategies included triangulation, use of thick description, and member checks. Findings: Findings were presented in tables and narrative with thick description (Geertz, 1973) of the administrators' experiences involving kindergarten readiness. Survey and interview data found elementary administrators prioritized social skills and learner behaviors over academic skills as part of kindergarten readiness. In fact, academic skills were prioritized only 25% of the time. Participants identified their own personal experiences and the teachers with whom they work as the most influential sources of information regarding kindergarten readiness. The social constructivist viewpoint was most often represented by survey participants; interview findings revealed the presence of a nativist viewpoint (Meisels, 1999) among others. Use of enrollment criteria and practices as well as alternative kindergarten programs were found to be common among administrators in addressing kindergarten readiness topics. Conclusions: Study findings indicated that elementary administrators' viewpoints on kindergarten readiness appear to vary by context and stakeholder audience. That is, the characteristics prioritized in one situation or group may be different than those in a different situation or audience. Second, many administrators support a social belief that an additional year of early education programming is valuable in preparing children for kindergarten. Likewise, preschool and alternative kindergarten programs are commonly used in making future enrollment decisions. Lastly, Kagan's (1990) described dichotomy between beliefs of ready to learn and ready for school continues to present challenges for administrators as they consider kindergarten readiness in their schools. Recommendations: Further inquiry and research is needed to explore the common use of age as a legal eligibility criterion for enrollment in kindergarten; its presence is recognized but several alternative programs call the question of its appropriateness in the current educational system. Additional studies should also focus on the impact of the trickle-down of grade level expectations and curricula as the age of students at entry raises. Finally, equity of practices in delay of school entry, retention, and the availability of alternative programs represent a priority within the educational system. [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.]