This study examines preschoolers' beliefs concerning their transfer into primary education. Data from 1386 Finnish preschoolers were obtained using interviews with parents at the end of the children's preschool year. The qualitative content analysis revealed categories, which encompassed peer relationships, relationship with teacher, learning, formal schoolwork, informal activities, comfortable school entry and no concerns. The results indicated that children's beliefs concerning their prospective school entry centred on maintaining and making friendships, and that children possessed both negative and positive expectations about their relationship with their future teacher. Both girls and boys expressed concerns about managing school life. One-third of the children did not express any concerns. Children anticipated new learning experiences and were eager to meet more challenging tasks. The anticipation of positive learning encounters emphasizes the gradual, proactive construction of children's self-conceptions as learners. Some differences were found between genders, as well as the type of preschool context.