Transition to kindergarten can be a pivotal experience for children because of its potential long-term impact on school performance. As the importance of relationships among contextual factors surrounding a child has been recognized, many schools have made efforts to establish strong ties with families in order to make kindergarten transition experiences as seamless as possible. Our current understanding of the role of family involvement in kindergarten transitions and the specific outcomes, however, is still somewhat limited. Using a combination of quantitative and qualitative research methods, this study investigated the impact of family involvement in kindergarten transition activities on children's transition to kindergarten and their early school adjustment. Although quantitative results revealed that family involvement is not a significant predictor of children's early school adjustment, qualitative evidence suggests that families believe their involvement in kindergarten transition has a positive influence. In addition, qualitative results provide information concerning barriers, which interfered with family involvement in the transition process. Based on these findings suggestions for schools and families of young children are provided.