Prekindergarten forms an important transition between home and formal learning in kindergarten, and prekindergarten teachers are essential contributors and influencers in their students' readiness into formal schooling. The problem addressed in this study was early childhood educators in one state in the southwestern United States are challenged regarding how they support the academic readiness of students who will be entering kindergarten. The purpose of this basic qualitative study was to explore prekindergarten teachers' perspectives regarding their support of academic readiness for kindergarten in prekindergarten students. The conceptual framework of this study was Pianta's ecological and dynamic model of transition. The research question addressed how kindergarten teachers describe their support of the academic readiness of students transitioning into kindergarten. Data were collected from semistructured interviews via Zoom teleconferencing with 10 prekindergarten teachers who taught students aged 3 to 5 in the target state. Data were analyzed using thematic coding. Results showed that teachers have a shared definition of school readiness; teachers' firsthand classroom experiences in assessing children's skills shaped their instructional practices and how they prepared children for kindergarten; and factors, such as lack of parental involvement, lack of instructional time, and changes in the classroom, affected teachers' effectiveness in helping children become school ready. Implications for positive social change include that the findings can help administrators become better informed of challenges in developing readiness in children. Positive social change can result when teachers are supported in their readiness efforts, and all children enter kindergarten fully ready. [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.]