A study was conducted of the early childhood programs in the McAllen (Texas) Independent School District. This qualitative study used data collected through observations, interviews, document analysis, questionnaires, and site visits. Current practices were described and compared to developmentally appropriate practices as defined by the National Association for the Education of Young Children (NAEYC). Areas of comparison included organization, philosophy, curriculum, teaching strategies, assessment, and parent involvement. Issues discussed include motor development, fine arts education, multicultural education, access to developmentally appropriate materials, the use of students' primary language, and staff development. The 17 findings and recommendations include the following: (1) reconfigure early childhood classroom facilities to more fully develop children's autonomy and independence; (2) support articulation among teachers across grade levels to close the gap between expected behaviors for kindergarten and first-grade children; (3) revise curricula around a developmental continuum that supports continuous progress education; and (4) create outdoor learning centers that integrate motor, cognitive, and social learning development. (Eight appendixes include evaluation materials, interview questions, teaching strategy usage by grade level, and retention rates.) (MDM)