During 1995–2001, the field centered on how kindergartens navigated entry into formal schooling, with a strong emphasis on transition practices and family–school communication as mechanisms for smoother entry and ongoing engagement. Research adopted national surveys and observational plus interview methods to map classroom context, teacher preparation, and program features as moderators of transition outcomes. Studies also tied early literacy beliefs, instructional time, and curriculum design to later school functioning, highlighting policy-relevant design choices for kindergarten structure and sequencing. Influential Works: Key works highlighted the enduring role of teacher–child and parent–child relationships in shaping early adjustment, with longitudinal perspectives showing stable relational climates predicting fewer behavior problems and stronger engagement. Parallel analyses of parental involvement and continuity of perceived teacher–child relationships across preschool and kindergarten underscored early relational contexts as predictors of later academic and social outcomes. The exploration of transition to school through national survey data illuminated common practices, barriers, and the influence of school readiness beliefs on entry experiences, setting a foundation for later research on transition supports.