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The aim of this thesis is to investigate the positions and views of an important numerical sample of Primary and Secondary Education teachers in the town of Kozani Greece, on the issue of transition and school readiness. Through the research path of quantifying their responses, using the research tool of the structured questionnaire, it has been demonstrated that the process of transition is complex and causes difficulties for a large number of pupils going from one school step to the next. At the same time, it is found that there is a lack of cooperation between Preschool, Primary and Secondary Education teachers in Greece regarding the development, organization and implementation of transition and support programs, and the reluctance of teachers to realize the importance of their role and their personal margins of action. Finally, it was found that in Greece, the formal education system does not envisage the implementation of integrated intervention and support programs for the involved parties (pupils, teachers, parents) but only fragmentary actions that do not produce the expected results.