This Digest summarizes what is known about the successful transition of children with disabilities from infant/toddler services to preschool education. The ideal transition process is defined and characteristics of an ideal process such as meeting individual needs and providing uninterrupted services are listed. Also noted are issues in the transition process such as differences in eligibility processes and philosophical shifts in intervention models. The paper focuses on five strategies which have been demonstrated to be effective: (1) interagency coordination; (2) preparation, information exchange, and training among ending programs, receiving programs, and families; (3) family support; (4) child preparation; and (5) staff training and collaboration. Some findings of the Early Childhood Research Institute on Inclusion are noted concerning families' and professionals' experiences and perceptions during the transition process, their expectations and concerns, and factors that affected or influenced the transition process and outcome. (Contains 11 references.) (DB)