Successful transition to kindergarten for children with disabilities is a complex process that can have long term effects on school success. Although attempts are made for a seamless transition, far too often the process lacks the communication, training, and high intensity transition supports needed for all the involved stakeholders. This study examines the complexity of kindergarten transition for children with disabilities. Specifically, it examines studies that implement supports that are of higher intensity to improve transition for children with disabilities while considering the ecological context. Ecological factors such as the home, school, and community context interplay and can become either beneficial or barriers that may determine the kindergarten transition experience for a child with disabilities. Coordination of services and collaboration across the involved transition agencies is becoming more relevant to the transition process and as a topic in research. A transition procedure that allows a continuation from the preschool program and discourages disconnect is critical. Additionally, parent, teacher, child, school, and community engagement in transition has also been studied to create an effective transition with positive educational outcomes. Transition to kindergarten is a child's entry into formal schooling and is paramount for the long-term school achievement of a child with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]