The purpose of this project is to better understand how to improve children’s transitions from Head Start programs to elementary schools. Central to this project is a systems approach that recognizes that effective transitions require intentional engagement from both the sending programs (Head Start) and the receiving programs (elementary schools). This approach also recognizes that transition strategies and practices must be implemented at multiple levels — among classroom teachers in Head Start and kindergarten, families and teachers, elementary school principals and Head Start directors, Head Start grantees and school districts, and state and federal agencies. Specifically, the project aims to explore the definition of “successful transitions” by addressing the following research questions:  1. What strategies and practices are Head Start programs implementing to support children as they transition from Head Start to kindergarten? What is the content, quality, and quantity of these strategies and practices? How are they experienced by children, families, teachers, and other direct service providers? 2. What strategies and practices are elementary schools implementing to support children as they transition from Head Start to kindergarten? What is the content, quality, and quantity of these strategies and practices? How are they experienced by children, families, teachers, and other direct service providers? 3. What characterizes relationships among Head Start programs, elementary schools, and other community partners that support children’s successful transitions from Head Start to kindergarten? What are the specific facilitators of, and barriers to, successful transitions? 4. What are the key short- and long-term outcomes of transition strategies and practices for children, families, Head Start teachers, and kindergarten teachers? What are the key contextual factors and mechanisms that result in these key outcomes? (author abstract)