The purpose of this qualitative research was to understand K--12 school principals' perceptions of the Kindergarten Readiness Act of 2010 as a policy initiative in California. Principals were chosen within one school district via a purposive non-probability sampling technique. Semi-structured interviews provided the research data. Critical theory guided this research, using a critical policy approach that considered policy rhetoric versus practiced reality. Through the data analysis process, the framework of performativity emerged and was then used as a lens to interpret the data. The principals reported their experiences implementing the Kindergarten Readiness Act's two policy goals: changing the kindergarten start age and implementing transitional kindergarten. Principals' experiences in the policy implementation process are shared, including the struggles and benefits of implementing educational policy. Results are interpreted through a poststructural performativity framework and showcase administrators' challenge in attending to the needs of the elementary school while performing policy implementation. Recommendations and implications for practitioners, researchers, and policy makers are made.
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