The purpose of this study was to analyze the effectiveness of kindergarten experience through the second follow - up on the 4 different models studied earlier by Rhee and Lee(1983, 1987). The subjects of the present study were 102 middle school children. Data for the study were collected on intelligence, achievement in reading and math, adjustment problems, aspiration and behavioral characteristics. Data were analyzed by ANOVA, t - test, and multiple regression. The major findings of the study were as follows : 1. There were no differences in school achievement test scores among the 4 program models, but significant differences were found in math between the experimental and control groups(p＜.01). 2. There were no differences in adjustment problems among the 4 program models. but significant differences were found in self - concept between the experimental and control groups(p＜.05). Self - concept in elementary school explained most of the variance for adjustment problems at middle school. 3. There were no differences in aspiration level among the 4 program models, but significant differences were found between the experimental and control groups. 4. There were no differences in IQ among the 4 program models and between the experimental and control groups. Regression analysis indicated that intelligence and achievement in elementary school, and socio - emotional development in kindergarten explained most of the variances.