<p>The transmission of information regarding a child’s developmental stage plays a crucial role in ensuring a smooth transition and a coherent, continuous educational trajectory. This study investigates the transmission of developmental documentation during the transition from kindergarten to primary school in Austria. Drawing on a mixed-methods approach and nationwide survey data from kindergarten directors (<i>n</i> = 1,893), parents (<i>n</i> = 1,801), and primary school directors (<i>n</i>_time1 = 1,852, <i>n</i>_time2 = 2,779), the study examines which factors influence whether information about a child’s stage of development is passed on from kindergarten to parents and from parents to school and whether schools make use of information they receive. Logistic regression analyses revealed that stakeholder attitudes, clarity of procedures, and document characteristics significantly affect transmission and utilization of developmental documentation. Qualitative content analysis of open-ended responses provided in-depth insights into factors influencing the transmission, such as parental concerns about the potential stigmatization of their child.</p>