The paper discusses the roles of educational agencies, teachers, parents, and the children themselves in ensuring successful transitions from special education preschools to mainstreamed kindergarten placements. Factors determining classroom placements for the child include chronological age, results of school readiness and developmental screening tests, rates of inappropriate child behavior and teacher attention, and the ability to meet demands of the future classroom environment. Parents choosing to actively participate as partners and teachers can help prepare the child for transition, help maintain and generalize some of the critical skills necessary for a successful transition, and serve as a bridge between the two programs. The sending teacher can become familiar with the curriculum and routines of potential receiving programs and focus on teaching the skills that the child must demonstrate upon kindergarten entry. The receiving teacher may need to evaluate traditional kindergarten routines, teach academic support skills in addition to academic content, and establish new communication patterns with parents. Educational agencies should promote interagency coordination and communication. Thirty-nine references are provided. (VW)