This paper explores the nature and role of those forms of tertiary education that have been variously described as "transition", "foundation" and "bridging" education. It argues that much of the relevant literature is grounded implicitly or explicitly in technicist and liberal functionalist discourses. It then reviews and critiques some of this literature and explores aspects of critical educational discourse with reference to transition education. Drawing on relevant literature, the paper makes a number of suggestions that need to be considered if transition and foundation education is to move beyond amelioration and become an important form of emancipatory and transformative critical practice. Themes addressed include the roles of transition educators in supporting learners, the clarification of expectations of learners and educators, key aspects of the learning environment, the need for critical educators to address issues arising from the wider social context, specifically those concerning the control of the curriculum, and finally the need to develop policies and practices which are consistent with principles and aims of critical transformative education. [This essay was published in: Robert Tobias, Liz Tully, Philipa Beckman, and Lorraine Petelo (Editors), "Learning Transitions," UC Opportunity, University of Canterbury, Christchurch, New Zealand, May 2006: pp106.]