Children's orientation to school and various aspects related to children's transition to first and fourth grades are examined in this study. The primary strategy for gathering information was use of questionnaires administered to teachers, principals, and a stratified random sample of parents. Results are reported in terms of seven topics: the initial adjustment and orientation of kindergarten children; transition of children from kindergarten to first grade; transition of children from third to fourth grade; goals, objectives, and instructional practices in kindergarten and elementary classes; the involvement and role of parents in the four grade levels; the selection, assignment, preparation, experience, and development of kindergarten teachers; and the organization and administration of kindergarten and primary school programs. Ten recommendations advise assessing needs of children for orientation programs, establishing more transition classes for the kindergarten to first grade group, shortening kindergarten days at the beginning of the school year, giving kindergarten teachers release time to visit preschool programs, stating kindergarten goals and objectives more specifically, reducing class size, increasing parent involvement in the schools, providing parent education courses, assigning only qualified teachers to kindergarten classes, and obtaining ideas from teachers concerning pertinent inservice programs. Questionnaires, tabular displays, and letters to parents, teachers, and principals are provided in the appendices. (Author/DB)