This dissertation explores perceptions of school principals' perceptions about children's transition from home to school in early years in the Pakistani educational context. Starting school is an important and key event in young children's life as it lays foundation for their well-being and future academic attainment. However, it has yet not been recognized prominently in the Pakistani research context. Thus, keeping in view the importance and need of smooth early transition, this dissertation has attempted to explore school principals' perceptions about children's transition from home to school. The data was generated through semi-structured interviews with three purposefully selected participants and school observations. The findings included the principal's perceptions about children's transitions experiences, strategies that are implemented in schools to support children's transition, parental engagement activities and the challenges faced by schools during children's transition. The results showed similarities and differences in the perceptions and practices of school principals. The principals of private and trust schools found to be little successful in implementing transition program in schools than the public school. The findings also showed the perceptions which were contrasted to the practices. The principals' perceptions about children's transitions and their practices determine the level of their understanding about children's developmental needs during transition from home to school. Based on the findings, the study draws a few conclusions having implications for early years practitioners, school principals, policy makers and researchers to support home to school transitions.