This paper details the early childhood transition activities of three schools in southern Queensland, Australia, as reported by school administrators. The transition programs were analysed using the categories of the Transition to School Matrix of the New South Wales (NSW) Department of Education. Activities fell into the first four categories (Key Aspects) of the NSW Matrix. Specific weaknesses existed in responding to the needs of the local community (Key Aspect 3), linking children's early learning (Key Aspect 4), and especially evaluation and review (Key Aspect 5). Implications of these results are discussed, including the relationship between conceptions of readiness and characteristics of transition programs, the need to improve collaboration between preschool and primary schools, the development of transition programming geared towards all preschool-aged children (including those who did not attend preschool) and for schools to move from a series of transition activities to fully planned, monitored and evaluated programs.