This report describes the development, implementation and evaluation of an Australian follow-through kindergarten year one program for children who had participated in an individualized, experience-based preschool program. Follow-through program development focused on planning a program that offered experiences compatible with those offered at preschool level. Objectives for the children, the teacher and parents were written. The kindergarten curriculum was reorganized in part by using preschool teaching practices as a guide to developing practices for kindergarten teachers. Much of the children's school day was activity based: within limits monitored by parents, kindergarten children were encouraged to follow their individual preferences in play and role play activities. Learning experiences related to preparation for reading, writing and mathematics were often incorporated into play episodes. In the year one program, parents helped children progress through work plans. Evaluation of the follow- through program allowed for both formative evaluation in kindergarten and the first grade, and summative evaluation at the end of the first grade. An attempt was made to assess the impact of the experiences offered on the growth of the children's competence in classroom functioning. A checklist (the Personal Behavior Scale), the PROSE observation instrument, and child study records were employed in the evaluation. Checklist data indicated that children's work satisfaction increased, that they more actively explored their environment and that they more ably protected their own interests while respecting other's rights. Increases were also found in the children's emotional stability, persistence in problem solving and willingness to take turns. (Author/RH)