Eight years after the requirement to implement official legal relationships, understanding of how Head Start programs and local schools are developing and sustaining transition relationships can help inform the broader early education field. To get a better sense of how the requirement is being implemented in communities, the Center for American Progress conducted interviews with multiple Head Start directors and transition managers, or with deputies and their counterparts, in local schools and school districts across the Midwest, the Southwest, and Southern United States. These interviews revealed a set of best practices and highlighted some barriers and challenges that programs continue to face in implementing these transition processes. As public preschool programs continue to expand around the country, federal and state policymakers can learn from the implementation of the Head Start requirement. (author abstract)