In this study, looking at the subject, for children about to start school in obligatory-graded education system, which abilities and proficiencies children should have and offering suggestions about criteria for starting school are aimed in the light of classroom teachers’ and families’ opinions. The research method of the descriptive, and used survey model. The quantitative dimension of the working group is created and working group 44 class teacher, 372 parent. Study of data rating scale developed by researcher Student ready for school was collected using. “Evaluation Scale for School Readiness of Student” (Teacher – Student’s Parent) developed by the researcher was applied to classroom teachers and students’ parents taking part in sample group through the method disproportionate cluster sampling. Factor analysis was applied in order to determine factor structure of the scale. For the purposes of the study received from parents and teachers to demographic data taken from the t-Test, One-Way ANOVA and LSD multiple comparison test, as well as statistical techniques were applied. They, as well as to determine the level of internal consistency, the reliability rating is also determined by the method of test-retest correlation coefficient between the first and second applications were analyzed.The correlation coefficient between the two applications ", 998" are detected as. Each of the two applications in the positive direction and "+1" has a value close to detected. “Evaluation Scale for School Readiness of Student” (Teacher – Student’s Parent) was evaluated in three different categories by the researcher. Scale of 40 points or less, the teachers or parents according to the students less competent in school readiness level, 40 - 80 scores between teachers or parents of students by mid-proficiency to school readiness level 80 and higher ratings teachers or parents according to the students of high proficiency in the school readiness level. Research results, parents educational level (especially mothers) to overcome the children ready for school and school starting perspectives to which should be present in children with differences in qualifications have been identified. Gender, the number of family members, the number of children attending school and be ready for school on competencies required to have the results showed no significant difference has been reached