A total of 107 Arkansas kindergarten teachers responded to a questionnaire designed to identify their attitudes and practices. The questionnaire elicited information concerning the teachers' experiential background, the methods and materials they used to teach reading skills, the prereading and reading skills taught, and their opinions about reading instruction in kindergarten. The results showed that the majority of respondents had more than three years of teaching experience and had completed one or more reading methods courses. The majority also indicated that they used commercial and teacher-made worksheets, taught phonics skills, and gave instruction in writing letters of the alphabet. Seventy-six percent of the teachers responded that they were opposed to formal reading instruction in kindergarten, preferring instead a more traditional readiness language development program. The actual teaching practices reported, however, suggest that these teachers go beyond such a program in their instruction. (FL)