Transitions between activities can be difficult for both young children and their teachers. Multiple strategies may be used to decrease the likelihood that children engage in challenging behavior during transitions. This paper will describe strategies teachers may use to decrease or prevent problem behavior during transitions. Particular attention will be given to transitions that occur during early childhood programs or preschool programs for children with disabilities. Additionally, all intervention strategies will be linked with a hypothetical function of problem behavior to enable teachers to choose interventions to fit a particular child's need. To help clarify strategies, examples will be used from teacher Donna's classroom, a preschool program that serves children with and without disabilities. This paper will begin with planning strategies, follow with intervention strategies based on potential functions of behavior, and conclude with instructional strategies to teach transition skills. (Contains 3 figures.)