The German school system only manages to compensate for disadvantages related to background in a very unsatisfactory manner, and its systemic educational transitions tend to support and promote such disadvantages. Primary education pedagogy has to deal with several significant transitions: the transition from early childhood education to school, from primary school to secondary schools, and between primary schools and special schools. These transitions are associated with selection decisions in which primary school teachers are involved, and which have far-reaching consequences for the children and their educational process. This volume explores the extent to which transitions or breaks are part of education and whether they promote or hinder it. Different perspectives are examined in this context.