Parental involvement (PI) in the transition from preschool to primary school is an important prerequisite for children with disabilities to start school successfully. Therefore, the present study looks at PI practices that are conducted to support successful inclusive transition processes in Germany. The focus is on practices that take place in the institutional context of early childhood facilities. The data base consists of qualitative guideline-based interviews with n = 22 preschool teachers. The data analysis comprises two steps: 1) a qualitative content analysis and 2) a systematic comparison of teachers and their transition practices according to specific teacher characteristics, such as professional experience. The results show that communication formats between teachers and parents regarding a child's development or general issues such as the course of the last preschool year are most widely established to involve parents in the transition process. Some teachers also claim to inform parents about additional support for their child and involve parents in preschool or school visits. Moreover, findings indicate that parental involvement hardly differs systematically between teachers with different backgrounds (e.g., different levels of professional experience).