Transition practices that are used when students move from early childhood special education classes into kindergarten were studied. The study was designed to identify important practices that should be incorporated into the transition process and barriers that interfere with implementation of transition. Early childhood special education teachers, kindergarten teachers, and supervisors in suburban districts of a large metropolitan area of Minnesota were surveyed by questionnaire in an effort to obtain a comprehensive perspective. Results indicated that while some teachers and administrators can identify important transition practices, many factors interfere with implementation. According to the findings, most programs do not have a comprehensive transition plan that is being implemented. A 26-item reference list is included. (RH)