This technical report summarizes the data collection and analysis process for a research study focusing on children’s transitions into preschool programs in New York City. Educators’ perceptions and experiences of successful transitions for children and families can provide valuable contributions to research, practice, professional development, and policy recommendations around improving the transition into preschool. Thus, the purpose of this study is to better understand teacher’s use of transition-related practices to support the varying needs of young children and their families as they enter preschool programs in New York City. The study used a mixed-methods case study design (Yin, 2014). Early childhood educators were recruited to participate in a survey (N = 327) and qualitative interview (N = 20). Descriptive statistics and correlations among transition practices, teacher demographics, and classroom characteristics are presented to describe the features associated with successful child and family transitions into preschool. The presentation of key themes and patterns derived from the interview data are presented to dig deeper into these associations. Finally, we share recommendations for future research and practice. (author abstract)