This document relates the experiences of individuals who have embraced the concept of developmentally appropriate practice in kindergarten and made the effort to translate their understandings into practice in public school settings. The book's primary authors are a kindergarten teacher, an elementary school principal, a school superintendent, and parents of kindergarten children. Their stories record the complicated process of moving from a comfortable, traditional perspective on working with 5-year-old children to an approach that demands reflection, complex implementation, and political negotiation. The book's chapters are: (1) "Kindergarten Education: Current Policy and Practice," by Dolores A. Stegelin; (2) "Changing Kindergartens: Teachers as Change Agents," by Emily L. Murawski; (3) "Coming To Know: A Principal's Story," by Nancy J. Mooney; (4) "Developing Appropriate Practices in the Kindergarten: A District-Level Perspective," by Larry May; (5) "Parent Power: The Developmental Classroom Project," by Linnea Anderson and the Parent Support Group for the Developmental Classroom; and (6) "Challenging the Status Quo: Serving as Critical Change Agents," by Stacie G. Goffin. Each chapter concludes with a list of suggested readings for the targeted audience (for example, teachers, principals, superintendents), and the book as a whole offers a list of further readings about teacher experiences, the change process, and advocating for continued change. Information about the National Association for the Education of Young Children is also included. (AC)