This chapter examines the transition to school in Aotearoa New Zealand, exploring the distinct contexts of early childhood education [ECE] and primary school and how policy and research have influenced transition practices. Since 2000, policies and practices related to school transition have evolved, with research highlighting the challenges children face during this critical period. The chapter reviews literature on transition to school, focusing on various stakeholder perspectives, continuity of learning across sectors, and culturally responsive practices. It proposes key principles for designing and implementing effective transition programs, including flexibility to accommodate individual child and family needs and practices that help teachers better understand each child, to enable the fostering of a continuous learning journey between ECE and school. The chapter also outlines the implications for future research and policy development, emphasising the importance of a collaborative and responsive approach to improving children’s school transition experiences in Aotearoa New Zealand.