As evidenced by the chapters in this book, a great deal of research, policy, and practice on transitions to school has occurred in the first 25 years of the twenty-first century. The spread and depth of this work is not necessarily consistent, and the impact has been varied. Nevertheless, much has been achieved through the focus on transitions to school in vastly different contexts. This final chapter provides a brief synthesis and analysis of the national chapters. It celebrates the diversity and richness of the varied contexts that have been shared, examines the commonalities, as well as the differences and/or gaps that have been described, and identifies several issues for further discussion and critique, including the place of readiness within transition, the importance of professional collaboration, interpretations of continuity, acknowledgement and responsiveness to diversity, as well as the involvement of multiple stakeholders. The chapter concludes by looking at future possibilities for transitions to school research, policy, and practice.