A study identified and analyzed exemplary and effective programs available in Canada for kindergarten students. The broad-based research team included members from faculties of education, boards of education, early childhood education programs, a research consulting firm, child development researchers, and teacher-practitioners. The study began with the collection of background information from the literature on kindergarten practice. This literature review was divided into three areas that form the foundation of the child's development during kindergarten--play and problem solving, language and literacy, and social-emotional development through interaction with peers and teachers. Issues of special importance to exemplary practice in French-language schools were also reviewed, highlighting the importance of placing the kindergarten program in its social context. The role of the teacher, another critical feature of exemplary programs, was also reviewed. The final part of the study consisted of collecting the views of teachers, principals, consultants, and parents on what defines exemplary kindergarten practice. The study indicated agreement across practitioner groups with the play-based child-centered philosophy articulated by the Ontario Ministry of Education. Parents were also supportive of these developmentally appropriate goals and methods. Conclusions drawn from the study include several principles inherent to exemplary kindergarten programs: (1) focusing on the whole child; (2) placing the child in social context; (3) recognizing and supporting the teacher; (4) working toward structured and balanced programs; and (5) providing school and societal support for kindergarten. (TJQ)