The purpose of this study was to examine the effectiveness of the Georgia Pre K Program in bridging the achievement gap between at risk and not at risk students. Data were collected from a kindergarten teacher perception survey and student assessments. Analyses were done to determine if there is an achievement gap between groups. Kindergarten teachers perceptions about skill levels of entering students, both at risk and not at risk, were measured in pre academic, language, small and gross motor, and social and emotional skills. Paired t tests were run on the survey data. Student achievement, measured by the Boehm 3 and the Georgia Kindergarten Assessment Program Revised, was analyzed with a Mann Whitney and an independent t test. Variables of kindergarten experience and degree levels were run with an ANOVA. Teachers were found to perceive both at risk and not at risk students performing at similar levels in pre academic skills, with the exception of identifying shapes and spatial skills. At risk students were perceived as possessing higher skill levels for identifying colors, multitask sequences, alphabet usage, and phonemic skills. Numeracy skills had no statistically significant difference in means. Significant differences in means were found for language, motor, and social and emotional skills, with the not at risk group exhibiting higher skill levels. No statistically significant relationship existed between years of teaching experience or degree level and perceptions of student skill levels.