The families of 10 children enrolled in a class for 2-year-olds at the Mills College Children's School participated in a study of parent attitudes about separation and parental behaviors that minimized separation anxiety and facilitated a smooth transition from home to school environments. The sample included nine mothers who were married and living with their husbands, and one single parent. Two instruments were employed to gather data: The Parent Questionnaire Interview form and the Child Classroom Adjustment Rating Form. Results suggested that separation anxiety is a complex phenomeon experienced by both parent and child. Overall, it was concluded that achieving a smooth transition depends on (1) the quality, consistency, and patterns of interaction between parent and child; and (2) the elements of program design, staff composition, and general feelings of acceptance conveyed to the child in the new setting. No easy formula exists for sorting out the many influential factors involved in this set of experiences. Any assertion that transition to nursery school encompasses a homogeneous set of experiences would be untenable. (RH)