In Tunisia, calculus is a fundamental component of mathematics curriculum in high school and a major requirement at the advanced level in the mathematics bachelor's degree and in engineering. Yet, paving the way for a passage between high school calculus and university calculus remains a challenge for both mathematics education researchers and practitioners. In this paper, we address this issue by focusing on shared features between high school and university expectations in students' learning of calculus, and on the main impediments for high school to meet university requirements. We also propose an experimental method to help high school teachers to reconsider their actions according to insufficiencies in students' preparation for university calculus. The results show that it is possible to find a linkage between high school and university calculus so as to reduce differences and enhance students' transition.