An education agency's early childhood resource developer implemented and evaluated a practicum intervention designed to increase administrators' and teachers' awareness of questionable trends and practices in kindergarten education. Most of the kindergartens in the agency's area had a highly academic, lock-step curriculum; used standardized testing and screening as school entry procedures; and actively practiced redshirting and other forms of retention. Intervention consisted of the development of four research-based presentations on kindergarten trends and practices. The presentations were aired live through closed circuit television at sites in a seven county area. Sixty-four teachers and administrators registered and participated in the series of four sessions. Presentations: (1) offered an update of changes in kindergarten education and recent research findings on children's learning; (2) focused on assessment of a kindergarten program and components of a developmentally appropriate curriculum; (3) addressed the issues of testing, retention, redshirting, and 2-year kindergarten programs; and (4) reviewed the issues of grade cards, the value of observations and portfolios, and parent involvement. Evaluation data indicated that outcomes were positive. Related materials, such as surveys and questionnaires, packet descriptions, and presentation agendas, are appended. (RH)