More children than ever are in care centers, and child care experiences of infants and toddlers are believed to have a powerful and lasting impact on children's well-being. A team of researchers from the FPG Child Development Institute created a study to examine the effects that transitions have on children's behavior and observable stress when caregiver continuity is not offered. Two primary research questions were asked: (1) Are there immediate effects in infants'/toddlers' stress levels and social behavior when they make a transition to a new class/teacher? and (2) If immediate effects do exist, are any variables, other than the transition, related to those effects (e.g., age of child, global quality of pre- and post-transition classrooms, and quality of pre-and post-transition caregiver instructions with children)? This report summarizes the methods and main findings of the study. [This "Snapshot" was produced by the FPG Child Development Institute at the University of North Carolina at Chapel Hill.]