This study documented perspectives from parents, teachers and administrators involved in children’s transitions from public pre-K into kindergarten within a large, diverse county. The purpose was to better understand how these stakeholders experience transitions and how they view their roles in the transition process. Qualitative results indicated a wide range of transition practices were in use, although use of specific practices varied from program to program. Thematic analysis indicated areas of agreement and points of divergence in how stakeholders viewed transitions. Results are discussed in relation to considerations for teachers and administrators interested in streamlining the transition from pre-K to kindergarten. (author abstract)