Educators are well aware that in order to positively impact children's learning, media and technology must be integrated into the teaching and learning activities of instructional environments. In order to be a powerful catalyst for learning, media and technology resources must complement the learning goals, the instructional practices, and the curricular materials used in a learning environment. By conducting a series of observations and interviews for the CPB-PBS "Ready To Learn Initiative" in settings where PBS KIDS transmedia were available to a diverse group of young children in a range of out-of-school learning environments, Education Development Center, Inc. (EDC) and SRI International (SRI) collected evidence about children's experiences, educators' approaches, and parents' perspectives with respect to transmedia and the use/potential of PBS KIDS transmedia for supporting children's learning. The authors' analyses highlighted the following findings: (1) Children perceived PBS KIDS transmedia and digital games to be fun and engaging, though they usually could not identify the learning content within a game and may have needed adult facilitation to recognize the learning goals embedded in a transmedia game; (2) Parents and educators reported that PBS KIDS transmedia games from the PBS's KIDS Lab provided both educational content and an opportunity to practice 21st-century skills; (3) The learning and game play environments, including technical supports and logistics, played a substantial role in determining the nature of children's experience with the PBS KIDS transmedia; (4) PBS KIDS transmedia game environments can be modified in ways that will keep children from wandering from one environment to another through random clicking; (5) PBS KIDS transmedia game design can encourage sustained engagement by providing increased challenges as play proceeds and by facilitating children's log-in ability so that each return to a game does not require a return to the game's first level of play; and (6) Different social and technical accommodations are needed in PBS KIDS transmedia game environments to successfully support different levels of development in children's cognitive, social, and motor skills. In this paper, the authors elaborate on these issues and present more information about how educators made use of the PBS KIDS transmedia, what parents had to say about their children's use of transmedia, and what children did during game play. (Contains 2 tables and 1 footnote.)