This review of scientific work on transition from kindergarten to school in Norway revolves around the well-known questions whether children are ready for school and whether school is ready for children. The chapter critiques how research is ideologically based and may reproduce certain dominating stories and practices by excluding certain groups from having their stories told and shared with important people involved in transition processes. It argues that there is a need for researchers to look beyond the ideological conflict lines and engage in dialogues that will enhance the production of rich and nuanced research knowledge about transition from kindergarten to school and benefit politics and practice in the best interest of the child. The concluding key principles focus attention on promoting child-centred research, policy, and practice in transitions to school.