Transition from primary to secondary school in the UK has received considerable attention in educational research over the last few decades, although specific focus on transition in music has only been relatively recently addressed. Research by Mills (1996) and Marshall and Hargreaves (2007, 2008) draws upon both general and music-specific studies to provide insights into the educational value of common transition practices for pupils and teachers. While evidence from the recent surveys indicate significant progress in promoting successful transitions compared with earlier research, there continue to be areas requiring further enquiry, particularly that of curriculum progression and pupil achievement in music.