Preventionists have long recognized that the transition from elementary to secondary school represents a period of uncertainty and profound change in young adolescents' lives. This paper offers a research-based primer for teachers and other preventionists. It builds upon the prevention literature that focuses on protective factors as well as the current notion that life transitions may be overlooked as opportunities to help adolescents thrive. It is a call to recognize school transitions as important life events and to promote the development of prevention interventions during these periods. The following topics and theories are examined: transitions, stress, and coping; the transition into adolescence; timing and discontinuity theory; environmental theory; transitional life events theory; role strain theory; theory to practice approaches; and belonging. Answers are listed for the following questions: Who should participate in a school transition program? What should the format of a school transition program look like? and What should be included in a school transition program? Transitions are times of heightened risk as well as opportunities to develop effective coping skills. To turn school transitions from a risk to an opportunity, prevention programming must move beyond skill-building to include interventions that provide children and youth a sense of belonging and a bright future. Contains 34 references. (JBJ)