Many strategies can be used to make potentially challenging transition times less stressful and frustrating for young children and early childhood educators. In this article, we present visual cues created and implemented using mobile technology as one proactive strategy that can be effectively incorporated into daily classroom routines in early childhood settings to support in-class transitions for all children. In alignment with the DEC Recommended Practices (Division for Early Childhood [DEC], 2014), utilizing visual cues allows early educators to incorporate universal design for learning (UDL) principles to communicate with children about expected transition behaviors (i.e., E2). Early educators can also make adaptations and modifications in teacher-delivered directions during the transitions that are tailored to an individual child’s needs (i.e., INS4) using visual cues. We begin with a discussion of why transitions can be challenging for some children, and how mobile technology-based visual cues can be an effective strategy. Then, we provide steps for implementing mobile technology-based visual cues to support transition during daily classroom routines. (author abstract)