The goal of school readiness programs is to prepare students for skills that they will need to be successful once they enter the K-12 system. However, there are many different views on that constitutes a successful school readiness program and which characteristics of school readiness programs result in improvements to the number of students that are ready for Kindergarten. Nearly half of Orange County children are not ready to enter Kindergarten because of poor communication, social competence, and motor skills. The purpose of this qualitative descriptive case study was to examine the perceptions of school readiness skills by early childhood education administrators. The theory of constructivism framed this study. Data was collected using a focus group, semi-structured interview, and an online questionnaire. Participants were recruited through the Orange County Child Care and Development Planning Council listserv. Ten early childhood education administrators from Orange County, CA, participated in this study. Coding was used to identify common themes throughout the process. Based on the results, administrators identified what they considered to be the most important school readiness skills that students need to enter the K-12 system, what constitutes a successful school readiness program, and which philosophical approaches are the best in teaching school readiness skills. The findings concluded that all of the administrators acknowledged that social and emotional development were the most important skills students could gain in a school readiness program. As a conclusion, there are three recommendations for future research. The first recommendation for future research would be to address the same research problem but to have three control groups: one, publicly funded programs; two, private paid programs; and three, family childcare programs. The second recommendation for future research would be to address the same research problem but to conduct it in other specific counties throughout the state. The third recommendation would be to conduct a mixed-methods study to explore early childhood education administrators and K-12 school administrators to explore the different perceptions on school readiness skills. [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.]