This paper, one of several written for a comprehensive policy study of early childhood education in Illinois, examines and summarizes the literature on the problems of young children in adjusting to starting school full-time and describes the nature and extent of their difficulties in relation to statewide educational policy. The review of studies and rating scales focuses on the following areas: the variability of children's behavioral reactions to starting school; specific areas of behavior indicative of how well children adjust: personal emotional adjustment, social adjustment, and attitudes and behavior in response to the intellectual demands of the school (cognitive/verbal, and general cognitive); comparisons of children with nursery school experience and children without nursery school experience; identification of children's problems of adjustment; and the effect on children's adjustment of school policies on when and how children enter school. Data suggest that (1) knowing the types of behavior to expect as well as the problems of adjustment constitutes a first step in developing home and school strategies to help reduce stress and provide a smooth transition, and (2) school policies should be examined and evaluated in terms of the effects they have on children's adjustment. The following strategies are recommended for handling problems of adjustment: (1) development of handbooks/guidebooks for parents and teachers; (2) more formal instructional programs for teachers; and (3) development of a statewide educational policy. (DST)