This report describes a 3-year project (1987-1990) implemented to assist migrant families and their children in transition to public school kindergarten and developmental kindergarten classes. The project served 30 children and 24 families in Ft. Pierce, Florida, approximately 75 percent of whom were Hispanic and 25 percent were Haitian. Goals included involvement of parents in the education of their children; establishing a cooperative relationship between the public schools, the parents, and Head Start center staff; and enabling parents to understand the transition process and its benefits for their children. Program evaluation revealed that sex, ethnic background, language proficiency, and expertise in the educational field are important considerations when hiring a tutor for this population. Parents were hesitant to participate in the home tutorials but gradually became more active as the staff persisted. Classroom observations during the second year of the project indicated that the program had successfully assisted Head Start children of migrant farmworkers in adjusting to public school kindergarten. Further research needs to address the issues of migrant student school attendance, retention, and passing to higher grades. The need exists for cultural sensitivity training for both parents and teachers. (LP)