<p>Over the last two decades there has been a growing interest in promoting a smooth transition to first grade of primary school given the potential long-term effects a smooth transition can have in preschool children at academic and personal level. Research shows that psycho-educational interventions help improve children’s academic and personal skills, lessening the effects of this challenging change. This study, sought to explore the efficacy of an intervention programme to facilitate this transition in Mexico City, by using a quasi-experimental cross sectional design. Statistical significant differences were found in children’ skills in pre and post-tests in the experimental group but no in the control group as well as in teachers’ use of transition practices. Implications for policy and practice are discussed.</p>