Mobile communities have the poorest records of making transitions between home and nursery then between school stages and beyond. The important transition between primary and secondary schools has been identified as when young people mobile cultures are most vulnerable to dropping out of the education system. STEP undertook research to understand two issues in relation to transitions to schools for mobile families: what are the contributing factors to smooth transitions and non-transitions; and what strategies might be effective for improving transitions? STEP adopted the following two-pronged approach to investigate these issues: (1) A systematic review of transition models, and (2) A survey of Scottish practitioners who work with mobile families. Findings elucidated a complex and interlinked range of issues which affect mobile families’ transitions, including: mobility, literacy, school bureaucracy, unfamiliarity with rules of engagement, cultural sensitivity, and discrimination. Effective strategies for ensuring smooth transitions include collaborative partnerships to foster school, student and parent readiness. The approaches deemed most effective by Scottish practitioners were multi-agency, individualised and needs-led. Central to the success of these approaches were flexibility, adaptability, effective knowledge exchange and creativity. Findings from both sectors have been brought together in a report with recommendations for the professional community in Scotland.