The issue of children's transitions from prior-to-school settings to school is a complex one which has been the focus of research for the past 30 years. To ease children's transitions, communication between teachers in preschools and schools is recommended by researchers and educational authorities. However, there are indications that this exchange of information about children, programs and expectations is not occurring very often or very well. This paper reports on a case study which investigates teachers' beliefs and attitudes towards preschool-school communication. The participants in the study identified a diverse set of reasons communication often does not occur and how these barriers may be overcome. The low regard for early childhood educators in the teaching profession was highlighted as well as different philosophies of children and teaching held by teachers in schools and preschools.