Adults are involved in transition to school programs in many ways. They may be the parents of a (soon-to-be) school child, educators, community members interested in transition, or participants in the many transition practices that make up a transition to school program. Importantly, the transition to school involves both children and adults experiencing processes of continuity and change. Recognising that adults experience the transition in many ways and have much to contribute to evaluating programs, this chapter outlines several strategies for involving adult stakeholders in evaluation.