Public education policies typically define the structure of transition as the operational level of children’s involvement in the formal educational process. The methods, the involvement of the children, the obligations of the participants in the process and the expected outcomes are predetermined. The quality of the transition from kindergarten to school can contribute to children's achievements and the perception of the educational system. World research points to the need for systematic research into the transition process, understanding the personal perspectives of all participants in the process and accepting children as active participants in their own education. While these processes in the Republic of Croatia are insufficiently researched, some European countries (Iceland, Sweden) are changing their educational policies on the basis of research in order to facilitate children's transitions. While in the Republic of Croatia they talk about the child's readiness for school, in Iceland and Sweden discuss about the school's readiness for a child. Qualitative data were collected through interviews with 9 parents and 9 children during the transition period of children from preschool to primary school. Interviews were conducted during the last year of attending kindergarten and after 4 months of attending primary school. Ethical guidelines of the Croatian Science Fund (2018) were considered during the design and research process. The results showed that parents expect the kindergarten to prepare the child for school. They see readiness for school as emotional competence, general knowledge, curiosity, creativity and independence of children. Their expectations of the school were child-centered providing them with learning through play, creative activities, and a commitment to child safety. While kindergarten met their expectations, the school did not.