THIS ARTICLE REPORTS ON THE school-readiness perspectives of Prep teachers and school administrators at one primary school in southern Queensland, Australia. For the study, data were collected through qualitative interviews to determine the extent to which, and exactly how, the educators' definitions were linked to the characteristics of the children, their families and caregivers, and the schools and communities. The results provide rich data that reveal the complex and broad definition of school readiness that has been embraced by the professionals at this school. This definition is aligned with the definition promoted by the current literature on school readiness. Interviewees communicated details about the roles and responsibilities of families, teachers, schools and communities when it came to supporting children's school readiness.
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