An initial study revealed that kindergarten children in a developmentally inappropriate classroom exhibited significantly more stress behaviors than children in a developmentally appropriate classroom. Marginal gender differences were noted. Purposes of the study were to determine whether findings from the initial study would replicate if a larger sample were used, and to explore interactive effects of socioeconomic status (SES) and race with stress and developmentally appropriate and inappropriate practices. A total of 204 kindergarten children in 6 developmentally appropriate and 6 developmentally inappropriate classrooms were observed for behaviors indicative of stress. Findings indicated that the 101 children in inappropriate classrooms exhibited significantly more stress behaviors than the 103 children in appropriate classrooms. Males in inappropriate classrooms displayed more stress than males in appropriate classrooms. Race and SES differences indicated more stress behaviors in lower SES black children than in lower SES white children. More workbook, worksheet, small group, whole group, transition, waiting, and punishment activities were noted in inappropriate classrooms, while more center, story, and music activities were observed in appropriate classrooms. (Author/RH)