This is a review of Anthony M. Denkyirah and Wilson K. Agbeke's 2010 article, which studied strategies for transitioning from kindergarten with autism of the autism spectrum in nursery school. The article was published in the Early Childhood Education Journal. Research (Rice and O'Brien (1990), Rule et al. (1990), and Wittmer et al. (1996) found that children with autism spectrum disorder (ASD) who received appropriate services during preschool age, are able to face academic challenges and try to continue to develop their cognitive, life and social skills. How children with ASD make the transition to kindergarten depends in part on how teachers supervise, manage and develop strategies when working with their family to identify strategies that teachers of preschool children with ASD consider effective in the transition from preschool to school. DESCRIPTION OF THE METHODOLOGY A quantitative approach was used in this population-based study of 306 public school kindergarten teachers in eight counties in a Midwestern state The United States involved as many as 82 people in this study along with their counterparts from early childhood programs in the central and eastern region of Ghana. In this study the sample of participants selected was female. The most important issues identified by the participant are: -1. Planning and preparation time2. Find resources to help the family3. Sharing information with family4. Visit their home ASSESSMENT Autistic children can be educated. The uniqueness of learning patterns is caused by the inability to cognitively process information. These disabilities can be overcome by providing structured and planned learning by encouraging stimulation. Structured learning... middle of the paper... to deal with change. Furthermore, preschool teachers can also recommend and visit potential nurseries with this service to evaluate the opportunities and experiences of the staff. They should attend open days to obtain information and procedures to compare between nurseries. The effectiveness of the transition for children with ASD from preschool to kindergarten depends on how teachers plan strategies. Furthermore, the teacher needs to prepare not only the strategies, but also the time planning and preparation level of the kindergarten teachers for the incoming child. Information sharing and parent participation are important to support their children with ASD. Further studies should be conducted to promote a better understanding among teachers regarding the similarities and differences that exist in educational practices in developed and developing countries.