Starting school represents a critical period in the life of young children. Parent/guardians and early childhood educators in school and prior to school settings are concerned to make the transition to formal schooling as smooth as possible and, to this end, engage in a range of actions and interactions designed to help prepare children for school. Underpinning these are sets of beliefs about what will facilitate the transition and what it means to be ready for school. This article explores some of those beliefs and adds to the literature in this area by considering the perspectives of the children involved.