This chapter presents data from a teacher participatory action research project about transitions between the year before compulsory schooling and the first year of schooling in the state of New South Wales, Australia. The participants include four teachers (two from each sector) and four executive staff, all of whom are supported by the education authority through the provision of release time to engage in a professional learning community (PLC). The project aims to enhance understanding from both the compulsory and pre-compulsory sectors by enabling participants to identify areas of convergence and divergence, specifically curriculum and pedagogy. The ultimate goal is to improve transitions for children from preschool to the first year of school by developing transitions statements that link learning from one educational setting to the other. The chapter analyses data from individual interviews and meetings of the professional learning community. It makes a case for the way in which cross-sector policy development might occur so as to move towards the aim of improving transitions for children.