Abstract
This study explored the perceptions of preschool and first grade teachers regarding preschool to first grade transition practices in public schools in Mexico City. A survey was administered to a sample of 15 preschool and 15 primary school teachers, who rated twenty transition practices and answered five open-ended questions. Overall, results revealed that teachers used some practices moderately to promote school-home links but school-school links are not used. Teachers rarely carry out activities with families and other teachers. Teachers' concerns focused on children's academic and personal skills and adaptation to a new routine. Implications for policy and practice are discussed.
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