Kindergarten teachers can support children's transition to school by reaching out to parents to encourage parent involvement. These outreach efforts, which are also commonly referred to as transition practices, have the potential to support children's transition to school. Scholars suggest that teachers' beliefs shape their practices. This article reports findings from a qualitative case study conducted with three kindergarten teachers that aimed to understand the ways in which teachers' beliefs shape their transition practices. Kindergarten teachers in this study believed that a variety of skills and behavioral attributes support children's successful transition to kindergarten, but they emphasized the importance of early literacy skills. The ways in which teachers' beliefs about school readiness, parental involvement, and efficacy shape their transition practices are described. These findings highlight important issues related to developing home-school partnerships which aim to increase parent involvement to support children's readiness for school.