Studies on school transition usually focus on transition to school or between school levels. However due to migration, children change school also in the middle of a school year. This kind of transition does not concern the whole generation but represents a unique phase of life to children facing it. Transition requires plenty of preparations and extra attention. In this study, teachers’ perceptions were researched through a phenomenologic-hermeneutic approach. Seven Finnish teachers were interviewed. Based on the results, the teacher’s role was discussed and the transition process from the teacher’s point of view was introduced. The study contributed new information about school transition in the middle of the school year and teachers’ perceptions on their role in grouping and preparing the transition
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