The significance of continuity and discontinuity for lifelong learning has increasingly come into focus in recent years, both in educational science and education policy. In particular, institutionalized transitions are receiving more attention. Therefore, this volume presents findings from empirical transition research that focus on interfaces within the education system along a chronological normal course. In addition to examining the German education system, international contributions complement the aspects of transitions by presenting the challenges of transition design in other countries, thereby enabling a critical reflection on one's own system.