The phenomenon of the transition from early childhood education to school involves multiple groups of people and settings, who approach this vital milestone in different ways. This investigation explores the practices and processes that occur across the transition from the early childhood education (ECE) to the primary school sector in Aotearoa New Zealand. This research project aims to answer the over-arching question, ‘What processes are used to support children’s transition from ECE to school from the perspectives of teachers’ and whānau?’ The data was sourced through the use of focus groups and a survey. The bioecological framework and research paradigm data provides the lens to analyse the data with. The bioecological lens of Bronfenbrenner (1989) provides the framework to explore the multiple influences beyond the teachers and the child. This study was conducted during the third year of the global COVID 19 pandemic and provided challenges unique to this time. The transition to school process that is so reliant on face-to-face interactions across different settings was forced to take a different approach due to the Covid-19 pandemic restrictions and the impact of this is examined throughout this study. Other potential long-term influences of Covid-19 on children’s transition to school are identified as areas for future research. This study also considers ways in which shared understandings can be reached between ECE and new entrant teachers with the hope of increasing the consistency in quality of this integral transition for children starting their compulsory education journey.