Transition practices have been theorized to be an important contributor to children's early adjustment to kindergarten. However, very little research has focused on factors that predict the use of kindergarten transition practices. This study examined three different levels of school influence: school district, school, and classroom to determine if variables at each level predicted the use of kindergarten transition practices. Hierarchical linear modeling was used to control for nesting effects among these three levels of school influence. Variables from each level of school influence were regressed on the dependent variables, which included teacher ratings of overall transition practice use, use of transition practices involving parents, and use of transition practices involving early childhood care and education programs. The results indicated that school district was associated with overall transition practices and transition practices involving early childhood care and education programs. Variables at the school and classroom levels were not associated with any type of transition practice use. These results are discussed in relation to previous research on transition practices and in relation to targeting interventions aimed at increasing the use of transition practices to facilitate children's adjustment to kindergarten. (author abstract)