This qualitative study explores the transition to kindergarten special education of four Somali autistic children in Minneapolis, Minnesota. This dissertation answers a single, two-part research question: What aspects of the transition to kindergarten process do stakeholders find facilitate the transition process? What parts of the transition do stakeholders find impede the transition process? I addressed these questions by engaging a range of stakeholders and by using the following data collection methods: (a) individual, semi-structured interviews, (b) participant observation, (c) focus group interviews, and (d) collection of relevant artifacts. I used "Bronfenbrenner's Ecological Systems Theory" (1979) as a framework for understanding the systems which supported and impeded the successful transition to the kindergarten of Somali autistic children. Findings highlight Somali autism parents, faith, Somali disability services professionals, and day treatment (St. David's) as supportive of families. Families' reported several barriers, including discrimination of Somalis in the US, stigma surrounding autism in the Somali community, and poor relationships between families and schools. [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.]