This article offers an insight into the process of Kindergarten transition at Callan Public School, a small school in rural NSW. The transition programme at Callan Public School was recently developed and had its inaugural implementation in 2007. A case study analysis revealed that the transition programme experienced clear stages of development, specific obstacles, and a generally positive reception. These elements of the programme may inform other transition programmes, particularly those in rural and remote areas. (Contains 2 footnotes.)