This paper reports on an investigation of the preferences of 50 parents of kindergarten children for various types of report cards and proposes a method of reporting that conforms to the parents' preferences. A general opinionnaire plus a Report Card Evaluation form were designed for the study. Parents were found to prefer (1) a reporting method that combined report cards, letters, and conferences, (2) information about the child's (a) work in relationship to ability, (b) performance on skills taught, and (c) academic development, and (3) a skills checklist. Because the Blennerhassett Elementary School in Wood County, West Virginia, was not using a report form consistent with parent's preferences, a new report card was developed and evaluated. Designed to be sent home every two months, the card incorporated a skills checklist, a teacher narrative, and a marking system showing student progress in skill areas. Reports about academic work were emphasized, though marks for social development, work habits, and physical development were included. Results of the report card evaluations suggest that the new format was successful in better meeting the needs of Blennerhassett parents. Limitations of the study and implications of the results are presented. The opinionnaire, report card evaluation questions, the Blennerhassett card and the new progress report are appended. (Author/RH)