In 1989, the Hawaii State Department of Education initiated a study of the practices of successful kindergarten teachers involved in the Early Provisions for School Success (EPSS) program. Seven teachers identified as having a large percentage of students with language needs who progressed to the non-needs category were recruited from seven school districts. A case study method was used to gather data on the teachers' approaches to assessment, instruction, staff development, parent involvement, and recordkeeping. Each teacher was observed three or four times, interviewed, and asked to complete a questionnaire. Frequently used or dominant strategies, termed "primary strategies," were compared with teachers' written expectations. Study findings indicated that the teachers developed and used a variety of means to monitor children's progress and adjusted instruction to meet students' needs. The teachers were well-organized in providing an environment conducive to learning. Most provided learning centers, displayed children's work, and made many books available. Several instructional practices stood out as primary strategies; these included using children's experience to support and facilitate new learning, and fostering learning situations that allowed for experiencing, interacting, experimenting, and exploring. Teachers sought to involve parents by scheduling conferences, inviting parents to visit classes, and communicating by notes and telephone. All teachers attended at least two EPSS training sessions and kept records of student progress. The interview schedule and questionnaire are attached. (AC)