This study investigated the transition of a child with moderate special education needs to a primary school setting. It was generated out of the professional interest of the author and a prevailing concern over the apparent delay in providing support for children with moderate special education needs within the primary school system. A case study approach was used to examine the varying perspectives of the parents and teaching staff in a transition process from early childhood to school. The study highlighted the fact that a decrease in support at school during the transition phase placed increased reliance on communication between agencies as well as the importance of aligning early childhood and primary school expectations in terms of learning and behaviour of students with special needs. Implications of this case study identified a number of ways in which to improve transition of children with moderate special educational needs that can continue to build on the specific progress made by these children in their pre-schools. (Contains 2 figures and 2 footnotes.)