This paper extends the previously reported findings of the Starting School Research Project in Australia as to what various stakeholders see as important in children's transition to school; the current study considers responses from parents, preschool educators, and school teachers to 20 statements summarizing beliefs and expectations about children starting school. Participating in the questionnaire study were 149 parents of children in Australia who had just started or were about to start school; 102 school teachers from government, Catholic, or independent schools; and 33 preschool educators from day care, preschool, or occasional care. Significant group differences were found for 5 of the 20 statements. Preschool teachers were less likely than the other two groups to agree that children become ready for school by going to school. School teachers were more likely than other respondents to disagree that preschool/day care teachers are more approachable than school teachers. Preschool teachers were more likely to agree with this statement than other respondents. While the vast majority of parents and teachers disagreed with the statement that kindergarten classes should be more like preschool/day care, the majority of preschool teachers agreed with it. Preschool teachers were more likely than other respondents to agree that kindergartners who struggle with kindergarten work should repeat grade, and parents were more likely to agree with this statement than were school teachers. Respondents recognized that school readiness was not the same as learning readiness. More than 60 percent of respondents agreed that the child's age was not a good predictor of school success. There was general agreement that children should go to preschool/day care before they start school. (Contains 22 references.) (KB)