Transition practices and parental involvement in early childhood handicapped programs were studied in 74 Illinois public preschool handicapped programs. Data was collected by personal interview of teachers and parents of children enrolled in the programs. Transition practices, including mainstreaming efforts, were found to be inadequately planned and implemented. Program entrance and exit standards were not clearly defined and sending and receiving teachers had limited contact in program and placement decisions. Actual and preferred parental involvement data for nine parental roles were collected. Discrepancies were found that suggested confusion by both teachers and parents regarding appropriate and productive parental involvement. Efforts reported to encourage parental involvement were contraindicated. (Author/SBH)