This paper presents the results of a study on the transition between preschool and school programs, focusing on early intervention programs for special needs children in New South Wales (NSW), Australia, and presents recommendations for policy makers in regard to transition programs in NSW. The study was based on a survey of 45 early childhood teachers and interviews within Greater Western Sydney, Australia, along with interviews of two preschool, two early intervention, and two kindergarten teachers. The results of quantitative analyses of data indicate that there are significant differences between the teachers' transition related beliefs and their practices on each of the identified conceptual subscales of Teaching and Learning, Family and Transition Management. Results indicated that teachers' own beliefs and practices were markedly different, and that there were teachers who were not yet aware of the 1994 guidelines for school transition programs promulgated by the NSW Department of School Education. Qualitative analysis indicated that while all teachers interviewed were positive about the idea of systematic transition processes, few had experienced them in operation. Furthermore, teachers reported a lack of communication between preschool and school programs. The paper recommends that the NSW Department of School Education hold further information sessions to ensure that all stakeholders are fully informed of the recommended transition process, and that inservice programs for early childhood teachers be given high priority. Contains 13 references. (MDM)