This chapter summarises the evolution of policy, programming, and research on early years’ education in India, with special attention to the pre-primary to primary school transition. The policy context, rooted in the Indian Constitution of 1950, has evolved rapidly during the current century, fuelled by a deeper understanding of the importance of early years education for children’s development; the emergence of international commitments regarding young children’s education; and new institutional mechanisms for the provision of pre-primary education. The chapter summarises research on the demand for early childhood care and education, focusing on household characteristics that influence whether, at what age, and where to enrol young children. Second, research into pre-primary provision is examined, focusing on the characteristics of different pre-primary providers and the impacts they have on young children. Third, research on curricular continuity between pre-primary and Grade 1 is summarised; and finally, research on the medium of instruction for early years education is discussed. The chapter concludes with five key principles emerging from these discussions, that should be kept in mind while designing interventions, aiming to smooth and strengthen pre-primary to primary school transition in India.