This ethnographic research was conducted to investigate the transition processes of children from preschool to primary school. The data were collected through observations, interviews and document analysis over three phases (preschool, summer break, primary school) and analyzed through interpretive content analysis. The results revealed that the teachers did not create a preparatory and supportive environment for children to make a successful transition to primary school. However, using the concept of interpretive reproduction, it was documented that the children obtained information about primary school from their observations and communication with their older peers that was somewhat supported by their parents. From the interpretive reproductive view, it was discovered that they created various ways in their peer culture to resist structured academic activities to some degree which actually supported a smoother transition.