This paper describes a project that set out to explore teachers' engagement with the issue of continuity in teaching, learning, and assessment as a central dimension of transition. The project revealed that teachers are deeply concerned with questions such as what progress students are making and how to maximise students' learning in the short and long term. The programs reflect a diversity of teaching approaches and interests; however, each has shown the value of the teacher's standing back from the day-to-day in order to examine continuity over time. Concerns for continuity in teaching, learning, and assessment provide a challenge for teachers and researchers operating in a schooling context dominated by structures and processes focused on short-term concerns for the here and now. The response of the group of experienced teachers involved in this project indicates a need for greater attention to such issues, including how they relate to initiatives such as outcomes-based curriculum frameworks and the concern for improving student learning. Without the kind of professional dialogue enabled by this project, there is a danger that such initiatives can become superficial exercises in "rebadging" current practice rather than reframing thinking and practice. Finally, this project has provided insights into ways teachers engage with continuity through programming. (Contains 2 diagrams.)