This article describes a study conducted with four Kindergarten teachers and students. The researchers were the building's literacy specialist/reading teacher and a college professor teaching pre-service teachers on site at the school. This was a naturally evolving teacher research study generated from questions raised as children demonstrated literacy achievement at the end of their kindergarten year. An assessment of kindergarten students' end of year word recognition level--to determine those who qualified for intervention services in grade 1--triggered kindergarten teachers' queries about the developmental appropriateness of their current curriculum; they questioned their methodologies and resources when considering the literacy interests, experiences, and skills children demonstrated at the beginning and end of kindergarten. In response, the reading teacher collaborated with kindergarten teachers to infuse a more developmentally appropriate literacy curriculum. The on-site college professor participated in end of year assessment and analyzing data. Measures reflected positive growth in students' word recognition, book interest, and reading levels; teachers' confidence and ability to reflect on practice also increased.