When children take their first steps into primary school, they often face an abrupt shift from play-based learning to more formal, academic approaches. This shift has drawn the attention of an emerging body of literature, advocating for a more supportive and play-focused introduction to school. This chapter examines the benefits, challenges and opportunities of play-based pedagogy for children entering primary school, shedding light on the need for a seamless learning continuum. The contrast between early childhood education and care and school settings in Australia has historical roots, resulting in a philosophical divide and differences between pedagogy. While play-based pedagogy is widely embraced in ECEC environments, it is not seamlessly integrated into all Australian school classrooms. This chapter explores the reasons for this, and highlights the need for initial teacher education and ongoing professional development to equip teachers with the expertise required to implement effective play-based pedagogy. The chapter advocates for a holistic approach that nurtures children’s innate curiosity and intrinsic drive for learning, ensuring a smoother transition from ECEC to school and ultimately benefiting children and teachers alike.