Internationally, transitions from kindergarten to the first year of compulsory school is a very well-researched area. However, in the Maltese context it has not attracted much attention either from research or professional perspectives. This reflects the chequered history and slow development which has characterised early years services. Although non-compulsory state kindergarten provision has been nationally available and accessible for close to half a century, to date no longitudinal or in-depth study has considered any impact kindergarten experiences have on children. The significant potential which early years settings contribute to young children’s development has relatively recently come under the spotlight. The early years were formally acknowledged as distinct from the primary cycle in the latest National Curriculum Framework (MEDE, A national curriculum framework for all. MEDE. https://curriculum.gov.mt/kurrikulu-nazzjonali-framework-ghal-kulhadd/ , 2012). This chapter focuses on the vision of the curriculum, one published article, and two unpublished data sets. Available data has predominantly sought the perspectives of educators and school leaders, with less consideration given to parents and children as key stakeholders. Further research incorporating all voices is imperative to identify the impact of transitions on children’s personal and social development, academic achievements, and adjustments. Stakeholders need professional insights to support the development of appropriate transition policies.