Switzerland’s education system is federally structured, so there are cantonal differences. Efforts are continually being made to harmonise these differences. This was particularly evident in the recent decision to lower the compulsory schooling age to 4 years at the national level. Nevertheless, cantonal differences remain. This chapter reviews research in Switzerland on transition to school that reflects these peculiarities as well as regional differences in how researchers approach the issue of transition to school. For example, research in Latin Switzerland (French- and Italian-speaking Switzerland) emphasises what happens in school-family relationships when children enter school. Research in German-speaking Switzerland tends to focus on studying preschool interventions aimed at facilitating a smoother transition for children from socially disadvantaged backgrounds by promoting their previous educational opportunities. So far, research in Switzerland has paid little attention to children’s personal experiences during their transition to school. Overall, the existing research shows that pedagogical and educational policy measures are needed to ensure that school is clearly ready for all children at school entry and that it is no longer a question of parents being burdened with the task of getting their children ready for school.