Start in school can take a character of culture chock. Thus a row of so-called transition activities has been carried out in order to bridge kindergarten and school. However, a case study on four children's transition from kindergarten to school expressed a paradox. Though these children had been involved in transition activities and also appropriated a foundation of basic competencies they were not able to make use of these in the school environment. May be this can be understood in a theoretical framework of situated learning. This calls for a new educational practice both in kindergarten and in school.