ABSTRACT: Transitions occur as part of everyone's day. However, transitioning between activities, places, or events often is extremely challenging for young children. A literature review indicates that students transition more easily when those who work with them think about and plan in advance for these transitions. Research supports using music with young children for improving or enhancing communication, academic, motor, sensory, social, and emotional skills. Therefore, it was hypothesized that transition time between activities would decrease and run more smoothly when preplanned songs or sound stimuli were used to prepare and support young children of forthcoming change. We are spotlighting 3 case examples with different client groups to illustrate the efficacy of music in facilitating transitions in common early childhood settings. Observations were made at an inclusion toddler class at a public suburban preschool, a kindergarten class at a public elementary school classified as a TITLE I school, and an inclusive pre-kindergarten early intervention class for 4-year-olds. Each vignette describes the setting, participants, method, and data collection that reflect changes in behavioral response of children when structured musical transition was used. In each case, music seemed to effectively help children transition more quickly within the organization of the school day. While early childhood professionals may agree that dthe addition of well-planned transitions help children adapt to changes and make the logistics of the day run more smoothly, they may not take the time to plan and systematically implement workable transition strategies. Furthermore, not every strategy works well with every group; an element of trial and error may be necessary before finding the right match for each unique group of children. These challenges make it difficult for teachers to consistently implement such changes. Yet, when the classroom teacher uses organized, scheduled, and consistent transition strategies, success often becomes evident across all aspects of the classroom routine (Buck, 1999; LaParo, Pianta, & Cox, 2000; Mclntosh, Herman, & Sanford, 2004; Woolery, Brashers, & Neitzel, 2002). Related Literature Black (2004) discussed the need for early childhood educators to utilize a team approach when developing strategies for easing the child's transitions throughout the day. This requires communication among the various disciplines and individuals who interact with the children, focusing on creating less chaos and maximizing the children's learning capacities. Woolery, Anthony, Cladwell, Snyder, and Morgante (2002) embedded information that they wanted children to learn into circle and transition times. Using the Ecological Congruence Assessment (ECA) from Woolery, Anthony, et al. (2002) as a point for developing interventions for a child with special needs, they identified and created potential opportunities throughout the day to help a child transition more easily between activities as well as participate more fully. For example, when transitioning between indoor and outdoor play, some children may simply stand and watch their classmates putting on their coats or asking for help from peers or teachers. Children may require assistance to engage in the same activity as their peers and remain on task through task completion. The ECA identifies such a need, and all personnel are involved in creating a strategy to help the child overcome this challenge. Strategies may include manipulating materials or involving other students in the transition process to help the targeted child achieve greater success. Minimizing upset and distraction provides increased focus and learning opportunities for all children. This is particularly important for children who have some type of developmental disability. Planning adequate and effective transitions becomes more consequential and challenging for professionals striving to maximize the learning potential of these youngsters. …