Children with the risk and disabilities with their parents from the early childhood age to school age, face various changes that may include changes in programs, environments, approaches, and support systems. These changes in literature are referred to as the transition and place great responsibility on parents, which is why they need system support. Issues that are associated with developmental disassociation and intertwined with the responsibility to achieve the desired goals can result in a sense of insecurity and stress in parents, which increases if the system does not provide support (Johnson, 2001). The aim of the research was to establish parent’s level of information about the transition, to collect data on their experience during the transition process and to determine the level of support needed for the parents in the transition process. The survey was conducted on a sample of 20 parents whose children are involved in support through the social care system, or through a regular pre-school system or a special group within the regular preschool system, and in last two years had some form of transition from home-based support to the preschool system. Data collection is done through a semi-structured interview and demographic data questionnaire. The obtained data were processed by qualitative analysis. The results show that parents received some form of support that is uneven in approach, which is why part of the participants take steps outside the system framework towards the receiving program, not waiting for help. All participants expressed a desire for support led by experts who are further educated and best acquainted with the child. The results show that there is a need for co-operation between all participants in the transition process and a clearly regulated framework by the system in order to harmonize approaches in the process.