This study examined kindergarten retention rates and their relationship to teacher beliefs and classroom practice. Data from a sub-sample of 22 teachers in a rural Georgia school district, who were classified as exhibiting either high or low levels of developmental appropriateness in their teaching, suggested that teachers whose practices were observed to be more child-centered were less likely to recommend retention for children. Unexpectedly, the study found inconsistency between teachers' self-reported beliefs about appropriate teaching practices and measures of their actual classroom practice. (Contains 23 references.) (EV)