This chapter explores issues on transitions from preschools to primary schools in Austria in the context of varying political responsibilities at the national level and across the nine federal states. It considers the different laws for preschools and primary schools and the historical differences between preschools and primary schools in terms of their organisational structures, curricula, and the training of their educational staff. Several education policies aimed at facilitating the transition from preschool to primary school have been introduced, especially focusing on the last year of preschool and the critical role of children’s language skills. Despite the prevalence of such policies, there is a significant lack of empirical research on transitions to primary school, particularly regarding individual children’s transitions. Future research should explore predictors of the success of these transitions and the cooperation between preschools and primary schools. It would also be beneficial to investigate the number and specifics of children who truly require targeted support for the transition to primary school.