In recent years, several states have expanded a new publicly funded learning option: Transitional Kindergarten (TK). TK bridges prekindergarten and kindergarten in its eligibility, requirements, and design. Using Michigan as a case study, we examine TK's fit in the early learning landscape. Broadly, we find TK in Michigan reduces some socioeconomic gaps in early program enrollment while exacerbating others. Specifically, districts with more White and fewer economically disadvantaged students are more likely to offer TK. Among preschool-age children, non-economically disadvantaged children are more likely to enroll in TK; among kindergarten-age children, take-up is similar by family income. Finally, some children enroll in TK instead of other public options, but with no evidence that public slots decline overall. [This is the in press version of an article published in "Educational Researcher."]