<p>The transition to school is a very important time in children’s educational journey, as well as for their families’ engagement with the community. Previous research has identified the complex interrelations of factors that influence this transition, emphasising the contextual nature of ‘effective’ transition. In recent years, critical theoretical approaches have been utilised to highlight systemic power imbalances within transition processes, particularly for children from priority cohorts or who are experiencing vulnerability or disadvantage. While several models and guides exist for creating and evaluating transition programs, there remains a need for an accessible model that incorporates a critical theoretical approach to understanding the diversity of experiences of transition. The current paper draws upon the newly developed Step Model of Transition Capital to better understand the transition to school process experienced by four children from refugee backgrounds within Australia. The paper outlines how the Step Model can be used as a tool for critical reflection, and to examine how children and families may experience the transition to school process differently. The Step Model can, therefore, be used to identify risks and opportunities to better support children and families through this important period.</p>