This paper explores efforts to link early childhood education and care (ECEC) with schools in countries of the Organization for Economic Cooperation and Development (OECD), other than the United States. The first part of the paper discusses the context for children's transitions from ECEC to school, the ways in which transitions are understood, and some of the barriers to improving links between ECEC and schools. The second part of the paper presents and analyzes different strategies to promote continuity for children as they move from ECEC to school. Examples from OECD countries illustrate some of the diverse approaches. Possible lessons from these international experiences are highlighted, with the aim of informing efforts to strengthen the links between ECEC and schools in the United States and other OECD countries. The paper draws primarily on research from the OECD Thematic Review of Early Childhood Education and Care Policy, a comparative study in 12 countries. (Contains 39 references.) (EV)