The aim of the study was to shed light on preschool teachers', primary school teachers', and after-school practitioners' views on and experiences with collaboration among these three parties. With reference to Boyle and colleagues' (2018) conceptualization of transition as a continuity practice, individual and group interviews were conducted for data collection. Among the findings, participants' experiences with collaboration had primarily focused on developmental continuity in academic domains, with structural continuity being the primary challenge. Those findings suggest that continuity of context and development can be promoted with increased collaboration and knowledge of the strengths and specializations of other professionals.