In this report, we share findings from a study investigating the efforts of two urban California school districts to create a more seamless educational experience from pre-K to elementary grades. We focus on mathematics instruction because the disconnect may be especially acute in mathematics. Pre-K and elementary teachers are typically more comfortable and familiar with--and spend more time teaching--literacy than mathematics. Although math is the primary focus of the study, we expect that many of the issues also apply to literacy and other subjects. (author abstract)