The purpose of this comparative study was to examine the connection between the implementation of a quality early childhood program and the kindergarten readiness of prekindergarten students as measured by the Developmental Indicators for Assessment of Learning-DIAL-3. The researcher analyzed historical data obtained from approximately 40 students in the Study Site School District in the prekindergarten programs at Woodbridge Elementary School for the 2008-2009 and 2009-2010 school years. The researcher developed two research questions: a) What impact does a MODESE approved, research-based early childhood program have on the kindergarten readiness of prekindergarten students in the Study-Site School District as measured by the DIAL-3? and b) Will there be a difference in the average DIAL-3 scores of the students who did not participate in a DESE approved early childhood program and the average DIAL-3 scores for students who did? The implementation of a high quality early childhood program, (the independent variable) was measured by the change in DIAL-3 scores on each subtest for each of the participants (dependent variable). The results were then compared to the scores of the control group, the students that did not participate in a high quality early childhood program. Using a two-tailed t-test to examine the difference between the mean scores of participating and non-participating students, the researcher found that overall there was no statistically significant difference in scores of students who participated and those who did not. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]