A Q-sort technique was used to determine whether there were appreciable differences between views of appropriate kindergarten programming held by professional organizations, kindergarten teachers, and elementary school administrators. A set of 52 cards with statements regarding kindergarten program components was developed from position statements on appropriate kindergarten curriculum by the National Association for the Education of Young Children, the Association for Childhood Education International, and the Southern Association on Children Under Six. The subjects, 10 kindergarten teachers and 10 principals, ordered the cards from most to least important. Initial comparisons indicated that the two groups arranged the cards in similar ways. McQuitty's Elementary Linkage and Factor Analysis was used to probe for patterns in the similarity of responses. Analysis showed that three types chose inappropriate statements as "most appropriate." Type A seemed to favor authority in the classroom; Type B considered programmed learning to be important; and Type C placed a high priority on test performance. Types A and B were composed of teachers, and Type C was predominantly composed of principals. Teachers and principals appeared to support a view of appropriate kindergarten components that differed radically from the position of early childhood professional and academic groups. (RH)