Noting the need for additional information on the transition of children from Pacific Islands early childhood services to primary school, this exploratory study was designed to provide an account of the experiences of children, parents, and teachers, focusing on language and other aspects of children's move from Pacific Islands early childhood centers into English-language primary schools. Participating were 27 children and their families from one of five ethnic groups (Cook Islands, Niue, Samoan, Tokelauan, and Tongan). Interview methods were used to collect information on the experiences of children, their parents, and their early childhood and primary school teachers. Findings from the interviews are organized with reference to five research questions concerning: (1) the similarities and differences between the contexts of home, school, and early childhood settings; (2) the aspirations, expectations, and views of parents, teachers, and children of these contexts; (3) how well the children perceive they make the transition; (4) use of information by teachers and parents to facilitate transition; and (5) how schools assist and support the home languages and cultures of Pacific Islands children starting primary school. The research offers a methodological model for interviews with children, parents, and other participants from these Pacific Islands communities. Key issues emerging from the literature review, demographic data, and findings include continuity of Pacific Islands languages and culture, partnership between home and school, teachers' and parents' expectations, implications of the hidden curriculum, curriculum continuity, literacy, teacher education, and Pacific Islands representation in schools and education. (Appended are letters of consent, interview schedules, and a glossary. Contains 169 references.) (KB)