This paper focuses on the nature and effectiveness of elementary transition classes (TCs) used by the Austin (Texas) Independent School District (AISD) as an alternative to retention to improve low achievers' achievement. Data were examined concerning the number and nature of TCs operating in the AISD during 1987-88; achievement progress of students in TCs at Langford, Casis, and Oak Hill elementary schools in 1986-87; and achievement progress of students in a TC at Metz Elementary School in 1983-84. Goals for first-grade TCs, criteria for selection of students and successful completion of the transition program, parental involvement, and reading and mathematics achievement were analyzed. Focus was on transition from grade 1 to 2. 1987-88 TCs included 13 first- and 4 second-grade classes meeting all day, 2 first-grade classes for language arts, and 1 first-grade class for language arts and mathematics. There were 225 first and 57 second graders in the TCs. Results do not provide any strong support for the notion that TCs are any better for low achievers' long-term achievement than are transitional retention programs; short-term progress may be greater, but long-term progress is quite similar. TCs might be more effective if they are designed to: be 2-year packages; lead to promotion; promote a higher percentage of students; and provide students with supplemental help throughout their school careers. Six data tables and six graphs are provided. (TJH)