The purpose of this correlational study was to investigate the effectiveness of attending a full-day pre-kindergarten program on the Kindergarten Readiness Assessment (KRA) scores of students who attended the Full-day program and students who did not attend the full-day program. The population of students in this study was 260 from three different regions within a school district in the Midlands of South Carolina. The Mantel-Haenszel Chi-Square Test was utilized to answer four research questions. The results indicated a full-day pre-kindergarten program significantly affects the kindergarten readiness assessment (KRA) scores of students who attend the program. Attending a full-day program before starting kindergarten significantly impacts both male and female students and is critical to their academic progress. A full-day pre-kindergarten program makes a significant difference for students who receive free lunch only and is especially important for those students who come from underprivileged backgrounds and require additional support. Attending a full-day pre-kindergarten program substantially impacts students' academic outcomes, particularly those residing in the urban and rural areas of the district. The results suggested that full-day pre-kindergarten programs can play a vital role in enhancing the educational outcomes of students. [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.]