Existing research suggests that some transition activities (e.g., visits to kindergarten classrooms, home visits by teachers, sharing information with families) initiated by early care and education (ECE) settings, kindergarten teachers and elementary schools, and/or families can have small, positive associations with children's outcomes in kindergarten. This study examined combinations of kindergarten transition activities reported by both kindergarten teachers and parents to gain a comprehensive picture of supports that families experience. The authors identified: (1) Four common combinations of transition activities provided to and experienced by families, called Transition Activity Groups; (2) Whether these distinct combinations of transition activities differed for children who previously attended Head Start compared to other children; and (3) If those combinations of transition activities were associated with child and family outcomes and engagement in kindergarten. [This report was produced as part of the Head Start to Kindergarten (HS2K) Transitions Project. It was produced with the National P-3 Center.]