Teachers' perceptions of students' adjustment to first grade were investigated in an attempt to discover whether or not the extended kindergarten day (EKD) affects such adjustment. The sample consisted of 80 children from 10 public first grade classrooms in a central Colorado school district. Eight children were randomly selected from each classroom, four from regular kindergartens, and four from extended kindergarten day classes. Males and females were equally represented in each group. The first grade teachers rated their students during the sixth week of the school year on a specially designed and validated 21 item rating scale consisting of academic ability and social adjustment subscales. Results indicate that first grade teachers judge children coming from EKD classrooms to be more capable students than those from regular kindergartens. (Author/RH)