Research and theory posit that children will benefit from coordinated and aligned early education experiences, yet there is limited research on how early education and elementary school systems coordinate with one another during this period. Using qualitative interviews with Head Start directors in the U.S. (N = 16), this study identified numerous ways in which Head Start directors coordinate with elementary schools to share information about individual children and program practices, and to serve as a bridge between families and schools during the transition to kindergarten. (author abstract)