Children with disabilities require coordinated services to optimise transition into school. This study compared type, frequency and approach to service utilisation for children with primary language impairment transitioning from rehabilitation to the educational system, and examined parent satisfaction. Parents responded to a telephone questionnaire to determine services received during Kindergarten. The Measure of Processes of Care examined parental satisfaction with services received at school. Preschool services received in the rehabilitation setting were extracted from the hospital database. There was a reduction in all services received in the school system with the exception of special education, which was provided to a greater number of children and on a full time basis. More children received occupational therapy and special education individually at the rehabilitation centre. Few factors were associated with a change in received services. Rehabilitation clinicians must provide necessary services to assist children when transitioning to school.