This chapter presents a critical review of Canadian policy and research regarding the transition to school, with a focus on the province of Québec. An overview of Canadian and Québec early childhood education and care [ECEC] and transition policy is presented, followed by an analysis of representative publications focusing on school readiness and specific populations of children, as well as transition practices. Themes emerging from this work are then discussed, including children’s experiences and wellbeing during the transition to school, families and the transition to school, the relationship between ECEC and primary school, and literacy during the transition. The chapter concludes with recommendations that aim to improve the design and implementation of transition to school programs and future research in Canada, and more specifically in Québec. These recommendations, based on the critiques highlighted in the chapter, focus on creating and conducting transition policy, practice, and research from a strength-based perspective that values professional and parental expertise and children’s viewpoints, and are inclusive of all children and families.