This study identified the types of transition activities practiced by kindergarten teachers/schools around the country, the relation of various school characteristics to transition activities, and the relation between transition activities and parent involvement during kindergarten. The study sample was comprised of 2,826 public school and 417 private school kindergarten teachers participating in the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. Data were obtained from teacher and administrator questionnaires. Findings indicated that teachers used an average of three transition activities, the most common being phoning and sending information home about the program, inviting parents and children to visit the classroom prior to beginning school, and inviting parents to a pre-enrollment orientation. Teachers in schools with low proportions of at-risk children, minority children, or English language learners reported more transition activities than teachers in schools with higher proportions of these groups. Compared with teachers in public and other private schools, significantly higher proportions of teachers in Catholic schools reported telephoning or sending home information, hosting pre- enrollment visits by parents and children, and shortening school days at the start of the kindergarten year. Teachers in schools with lower proportions of low-income or minority families reported greater parent attendance at conferences, open houses, and art/music events. The proportion of parents volunteering regularly was associated with the proportion of low-income families. Regular parent volunteers were most prevalent in private schools. Several transition activities were associated positively with parent participation. Contains 10 references and 5 tables. (KB)