The process of coordinating a successful transition from preschool to kindergarten for the child with special needs is examined. The following steps are considered: (1) identify differences between preschool and kindergarten that may adversely affect a child's adjustment to kindergarten; (2) prepare each child for transition by teaching behavior routines and skills during preschool that will facilitate the child's subsequent adjustment to kindergarten; (3) consider alternative arrangements in kindergarten to accommodate and train needed behaviors and skills not acquired by the child in preschool; and (4) establish and maintain communication with the kindergarten before, during, and after each child's transition. To establish and maintain communication after each child's transition, it is advocated that the preschool provide suggestions and information regarding teaching strategies, behavior management, and curriculum activities that were used successfully when the child was in preschool. To provide a framework for assessing the transition process, questions are posed regarding the following areas: classroom composition, teacher attention and reinforcement of the students, the physical arrangement of the kindergarten and preschool classes, the child's daily schedule at each level, classroom rules and routines, academics, self-help skills, and support systems. A list of approximately 25 references is appended, along with a sample case study. (SEW)