In an educational sense, transition represents the transfer from one educational stage to another, but it can also represent a change of location, teacher or curriculum. A successful transition is essential for the healthy growth and development of the child in every aspect, and largely depends on the involvement of parents, families and professionals. Difficulties during the transition can often be seen in children with developmental difficulties, and especially in children with autism spectrum disorder (ASD). In addition to the very nature of the disorder, which is accompanied by difficulties in communication and social interaction, various environmental factors can also influence the transition in children with ASD. Since a number of systems and professionals need to be involved in order to implement a successful transition in every child, especially in children with ASD, insufficient attention is still paid to this complex process in Croatia. Therefore, the aim of this study is to show the importance and role of transition workshops in preparing a child with ASD for inclusion in a regular kindergarten group and to emphasize the importance of communication and cooperation of educators with educational rehabilitators. By analyzing the frequency of interactions of boy with ASD with educators and peers through 6 transition workshops held in kindergarten, it was found that a measurable progress requires a larger number of workshops. Based on the qualitative analysis of the semi-structured interview conducted with educators after the workshops and monitoring the implementation of strategies, the positive impact of the workshops on educators was noticed and the importance of cooperation between educational rehabilitators and educators was further confirmed.