This paper focuses on one aspect of continuity--the caregiver-child relationship--within a larger global study of continuity in child care based at a university-affiliated child care center. Case studies are presented of two toddler boys, followed as they transitioned from their infant classroom to the preschool classroom at the age of approximately 2 1/2 years. Data from caregiver notes, developmental progress reports, coded teacher interviews, Attachment Q-Sets, and the Pianta Student-Teacher Relationship Scale (STRS) were analyzed and integrated to form case profiles to reflect the children's relationship experiences across the transition. Results are discussed in terms of individual differences in child behavior and caregiver perceptions, continuity and discontinuity factors in the transition experience, and implications for policy and practice.