The New Zealand education system has gone through a substantial paradigm shift, moving away from single cell classrooms and towards Innovative Learning Environments. This has presented challenges in the transition to school process as the two contexts are very different in terms of both physical space and the underpinning pedagogies. This thesis presents the findings from a research project that examined the perspectives of learners, their parents/caregivers, primary teachers and early childhood teachers in what they feel to be a successful transition to school from Early Childhood Centres to Innovative Learning Environments. The findings contribute to the development of a transition to school programme. This research project was a case study, with the data gathered through a mixed methods approach. Quantitative data was collected through the use of questionnaires sent to 10 parents of learners who had recently transitioned into the ILE context. Qualitative data was collected through semi-structured interviews with three early childhood teachers, four primary teachers and from within three focus groups held with 10 learners. This data was analysed to identify key themes from the perspectives of these participants. This study indicates that there are many factors that need to be taken into account when transitioning a child from ECE to ILE. These include: Developing a sense of belonging within the ILE context, the role of reciprocal relationships, the transition of the parents/caregivers within the transition to school process, school readiness and cross sector development between ECE and primary. Further, this study is in a position to inform transition to school programmes from Early Childhood Education to Innovative Learning Environments.