In the United States, families of young children with developmental disabilities may encounter many challenges and obstacles when advocating for their child's developmental services and supports. Research has highlighted that the transition from early intervention services to school-based services is especially confusing and difficult for many families. To limit confusion, the context and procedures of the transition must be clearly understood by all parties involved, including the family, early intervention providers, and school personnel. This exploratory qualitative pilot study highlights different practices used in a transition classroom for young children with developmental disabilities and the experiences of those involved in the transition process. The transition classroom was created through a collaboration between a non-profit early intervention organisation and a public Early Childhood Special Education Program. A teacher, the director of the non-profit organisation, and a parent of a child in the transition classroom were interviewed. Implications emphasising effective partnerships between families, schools, and community organisations, and how to potentially build those partnerships are discussed.