AbstractThis research critically investigated the implementation in Turkey of starting elementary-school first grade at age 5 (60 months) according to teacher feedback. While the study is designed as qualitative, a kind of single case study approach is used with a group of 50 volunteer first-grade teachers serving in 15 elementary schools in the Eski?ehir city center. In forming the group, a purposeful sampling technique was used from criterion sampling. The data were obtained through interviews held in March and April 2013, and the descriptive method was used for data analysis. Some important findings were: Reducing the age to 5 has caused so many differences in both age (a range of more than 12 months) and readiness level that the gaps between students of different readiness levels have become even wider, and many difficulties have been encountered in their education and training. Starting the first grade earlier had negative effects on students' physical, cognitive, and mental development, and it adversely affected not only the students, but also the teachers, who want to abandon this implementation. The study found that the age of 6 remains appropriate for starting the first grade of elementary school.Key WordsFirst Grade, School Maturity, Schooling Age, Starting School Earlier.Preschool/kindergarten is the first step in school, and at this level, it is essential to educate children through games rather than academic study. In the first grade, children encounter school life and educational activities, with its particular discipline, for the first time. Therefore, children need school readiness to fulfill the first grade's curricular requirements. However, the criterion for starting school in Turkey is age 5, as determined by law. For many years, it was age 6 (72 months) for first grade, and then in 2012, it was amended to 5 years old (60 months) (Resmi Gazete, 2012). A year later, the law was again amended, so that for a year, parents could postpone the start of school for a child aged 60-65. They could petition to postpone a child of 66-68 months from starting school; and obtaining a medical certificate could postpone a child of 69-71 months from starting school (Resmi Gazete, 2012). After the age 5 law was implemented for two years in 1983-1985, these practices were abandoned because of the problems experienced (Guclu, 2012). Without adequate examination of this failed implementation and without comprehensive portrayal of 5-year-olds' school readiness, the starting age has been reduced to 5 years. However, in many developed countries, the starting age remains 6 years (Balc?, 2011). Nevertheless, many countries have prioritized preschool education instead of reducing the starting age. In developed countries, the ratings of benefits from preschool education have been quite high, and constant study of preschool education has helped improve its quality and efficiency (Erkan & K?rca, 2010).Beginning school without a certain level of readiness tends to end in failure, afflicting children emotionally (Erkan & K?rca, 2010). Trying to teach a child who is not ready to learn is not only inefficient, but can also cause the child failure, frustration, and feelings of inferiority. Students in such circumstances, even having matured sufficiently, do not dare do things their peers do (Bilir, 2005). Experiences with uncontrolled stress factors, even if these factors can be controlled afterward, cause children to remain passive (Terry, 2011). Therefore, determination of readiness level for learning, and accordingly, the organization of teaching activities, is very important (Ta?demir, 2012).As many studies have shown, lack of school readiness can result in the child experiencing a variety of problems and might lead to estrangement from school. Determination of readiness for academic tasks can ensure that children are successful in their first school-related experience (Ba?celi Kahraman & Ba? …