Children are growing up in a world that demands greater skills and knowledge upon entry into kindergarten, and therefore, a greater degree of accountability from their prekindergarten teachers. One of the main factors of the prekindergarten experience that is responsible for children's academic competence as they enter into formal schooling is the way they spend their time. As we strive to provide the best balance of activities for our children, how should we organize our classroom day? Our study, Assessing Indiana's Early Education Programs, addresses this question. This brief examines our findings, discusses what they mean in relation to the work of other researchers, and provides practical implications for early educators interested in providing the best possible early education to his or her children. More information about this study, including other briefs in this series, can be found on the Early Childhood Center website. (author abstract)