Research Findings: Policymakers preschool reforms that are to prepare young children for school success have sparked important conversations within the field of early childhood education over how these programs are to ready young children for school. This article presents findings from a case study that examined this issue of school readiness across a collection of pre-k programs. Doing so illustrates how preschool reforms can impact early childhood stakeholders' understanding of school readiness, what it is they do with their students in their programs, and why. Practice or Policy: These findings demonstrate how policymakers' pre-k reforms can tighten the link between preschool and elementary school in a way that prioritizes the goals of K-12 education systems. They also suggest that for those who want to expand the construct of school readiness they should do so in a way that addresses and recognizes the challenges pre-k stakeholders in local contexts face on a day-to-day basis. For policymakers, there appears to be an opportunity and willingness within the ECE community for preschool reform. They should take advantage of this willingness for change by considering policy solutions that value the complexity of the child and of the field of early education itself. (author abstract)