As school readiness continues to gain prominence on political agendas across the globe, policymakers have also implemented reforms that demand improved student performance. While these demands for improved student achievement have been shown to impact teachers in numerous ways, little is known about how such policies affect their understanding of school readiness. This is significant because how teachers conceptualize school readiness impacts their teaching and their relationships with children. This article examines this issue by presenting findings from a qualitative metasynthesis of peer-reviewed studies that examined how U.S. teachers conceptualized school readiness prior to and after the implementation of NCLB. (author abstract)