This qualitative interview-based study compares beliefs about kindergarten readiness and about the roles of preschools in readiness among parents and preschool teachers in three early childhood programs in the northeastern and southwestern United States. Interviews focused on beliefs concerning meanings of kindergarten readiness and the role of preschool in preparing children for kindergarten, and on resources participants used to inform their beliefs and practices about children's readiness for kindergarten. Participants in all programs and geographic locations identified the primary purpose of preschool to be kindergarten preparation. While teachers and parents generally expressed support for play in the preschool curriculum, parents were more likely to cite specific skills as indicators of readiness. Within-program and across-program beliefs indicated shared perceptions of readiness linked to social and emotional development, attainment of literacy skills, and familiarity with school routines. Parents expressed anxiety regarding kindergarten transitions and expectations. Teachers believed that their programs prepared children for kindergarten, but were unsure if parents shared those beliefs. Responses differed across programs regarding the degree of parental responsibility for readiness, the efficacy of delayed kindergarten entry, and knowledge of local kindergarten expectations. Recommendations for practice include prioritizing communication about kindergarten readiness among teachers and parents, such as sharing information and concerns about assessments and local kindergarten expectations. (author abstract)