This article reports on in-depth interviews conducted with 12 teachers of modern languages in relation to how they dealt with the challenge of transition from primary to secondary school, with special reference to modern foreign languages. Findings suggest that only one of the 12 secondary schools was well placed to facilitate a smooth transition, with appropriate communication and collaboration strategies in place. The remainder of the sample, however, showed evidence of problematic issues such as poor liaison between primary and secondary schools leading to ill-informed arrangements for transition. Teachers' perception of any identifiable policy in relation to transition seems to be unclear. Practice appears generally ineffective. The literature of leadership of large-scale educational change is exploited in an attempt to find out why. The teachers interviewed provide an evidence base to inform a realistic and urgently needed transition strategy. This article contains important messages for a global readership about transition specifically and approaches to change implementation more generally.