Collaboration and continuity between school types are important factors that favor long-term learning and that need to be given attention in the transition between early childhood school institutions. This study highlights teachers' experiences of information sharing during the transition from Swedish preschool to preschool class (i.e., from the child care to school) with regard to children's literacy learning. To find out and evaluate the individual child's development, the child's actual and proximal development zones needs to be taken into account in the transition. It appears that some preschool teachers wish to share information on children's literacy learning, but it is mainly about the children's interest in literacy activities. Also the preschool class teachers' wishes to know more about the children's literacy learning are too much on a general level to be able to provide a good enough basis for planning literacy activities that fit every individual child. A large part of the outcomes derives from the preschool tradition that has viewed care as being core to its work and considered learning and achievement as domains associated with compulsory school. This article discusses whether the training of teachers in early childhood education needs a stronger focus on literacy learning.