The transition ('gap') between secondary and tertiary education in mathematics is a complex phenomenon covering a vast array of problems and issues. The aim of this paper is to present the ways in which the issues of mathematics transition have been dealt with at McMaster University. Roughly, the process of transition has been broken into three stages: students' voluntary preparation for university mathematics courses facilitated by the Mathematics Review Manual; administration of Mathematics Background Survey; and redesign of the first-year Calculus (and, subsequently, other mathematics courses).