Procedures. Data were gathered through three rounds of questionnaires, using the Dalphi Technique. The parents (N = 132) were randomly selected from the 16 elementary schools in the Midwest City, Del City (Oklahoma) Public Schools. All kindergarten teachers (N = 32) and all elementary administrators (N = 16) participated in the study. On the first questionnaire, participants were asked to rate kindergarten goals according to preference. On the second and third rounds, each participant was asked to reconsider his/her previous responses in comparison with the modal responses of his/her sub-group.

Conclusions. There was extreme movement toward consensus of opinion concerning kindergarten goals for each sub-group as well as for the total group. Movement toward convergence of opinion concerning kindergarten goal priorities was noticeable within each sub-group; movement toward convergence of opinion for the total group was much less noticeable. Although movement was evident, actual convergence was quite limited. Although there were remaining differences of opinion both among and between groups, the findings of this study suggested that the Delphi Technique was a useful tool for bringing group opinions much closer together.

Statement of the Problem. The problem of this study was to seek agreement among kindergarten parents, kindergarten teachers and administrators concerning the goals of the kindergarten. Specifically, the problem was: (1) To encourage and analyze a movement toward consensus of opinions concerning kindergarten goals and (2) To encourage and analyze a movement toward convergence of opinion concerning priorities among these goals.

Findings. An analysis of the data generated by the study yielded the following results: (1) Each participant group, as well as the total group, moved toward consensus of opinion concerning kindergarten goals. (2) Parents valued the goals within the affective domain more than the cognitive and psychomotor domains. (3) Parents placed a higher value on cognitive learning than either educator group. (4) Parents were found to value psychomotor skills less than other categories of learning. (5) Teachers valued affective and psychomotor learning over the parent and administrator groups. (6) Teachers valued cognitive learning considerably higher than administrators, but slightly lower than parents.