The transition to primary school is a significant milestone that introduces new demands and challenges for children, families, and teachers alike. Children with disabilities, including ASD, are particularly vulnerable, facing distinct and heightened challenges during this critical period. The present study aims to: (1) examine the implementation of recommended transition practices for children with ASD by general education teachers, assessing their perceived importance and primary concerns; (2) explore the experiences and perceptions of parents caring for children with ASD during the transition to school process; (3) investigate the interplay between teacher involvement in the transition process and parental concerns; and (4) identify the impact of parental competence on active involvement during the transition to school for children with ASD. Nine general education kindergarten teachers (n = 9) and four parents of children with ASD (n = 4) were recruited. A mixed methods approach (semi-structured interviews, questionnaires, and scales) was used to address the research questions. Findings revealed significant concerns and barriers in the transition process, including the need for better communication, support services, and individualized transition practices. Despite high parental competence, disparities between teacher involvement and parental concerns underscore the urgency for improved collaboration. This research offers valuable insights for parents, educators, schools, and policymakers striving to enhance the educational outcomes and well-being of children with special needs.