Communication between educators in preschool and school settings has been promoted consistently in research literature and policy as a practice to enhance children's transition to school. Underlying the practice are the assumptions that communication between educators is (a) a way of building on children's learning and responding to their diverse needs and interests as they start school and (b) a means of developing positive relationships between educators. Whilst it is an advocated practice, there has been little research about the consequences of preschool-school communication or exploration of the ways in which the practice might support positive transition experiences. This paper specifically addresses what happens for educators as a result of preschool-school interactions. The communication experiences of preschool and school educators reported in an online questionnaire provide important insights into the impact of intersetting communications, particularly on educator relationships. Most outcomes for relationships between educators in preschool and school settings were reported to be positive. However, the results contest the notion that preschool-school communication automatically results in the development of positive relationships; relationships which support collaboration between educators as children start school. (author abstract)