This paper describes and evaluates an alternate day-full day kindergarten program. Through the use of Cognitive Abilities Test (CAT) scores and surveys, two kindergarten groups were compared. One group attended school for a half-day daily; the other attended all day on alternate days, but for a comparable length of time. A summary of survey results from parents, kindergarten teachers, and elementary principals is presented. CAT scores turned up non-significant differences between the two groups. Teacher opinion surveys found a relationship between the teacher's attitude towards her all-day program and her students' performance. Opinion surveys from principals, parents, and teachers showed the largest factor for consideration to be the child's maturation level. Large motor and social skills were more easily taught in the alternate day-full day program; art and language skills in a daily program. Considering all variables, it was concluded that the type of program was not the contributing factor for its success. It was concluded that not every child will adjust to an all-day program. Teacher instruction and program, school curriculum, and skill development are factors to be considered before an all-day kindergarten program is adopted by a school system. Appendixed are survey questionnaires and the alternate day-full day kindergarten program daily schedule. (JH)