This chapter analyses Colombia’s policies on children’s transitions in early childhood education. Using an ecological approach to transitions and child-centred policy principles, the chapter identifies how Colombia has positioned transitions as a strategic priority over the past 35 years, how researchers have studied the topic, and the key characteristics of knowledge production in this area. While Colombia has introduced innovative and promising approaches, findings reveal policy discontinuities across government periods, underuse of research data, low levels of academic production on transitions, and weak coordination between research and policy development. The chapter argues that stronger collaboration between researchers and policymakers, along with better institutional coordination and alignment, is essential to improving transition quality and educational equity. It concludes with recommendations for strengthening transition policies in Colombia and enhancing engagement among academia, policymakers, and practitioners.