This study investigated the academic, social, and emotional difficulties experienced when children are transitioned from home-school into the public school setting. The purpose for the study was to provide insight into this transitional process with the intention of developing techniques for easing the process for all who are involved. The methodology centered upon a qualitative approach using a phenomenological design. The research instrument used was an open-ended interview guided by a prewritten questionnaire. The setting for this study was a small charter school district. Participants were certified teachers with experience in transitioning children from home-school into the classroom and parents who recently transitioned their children from home-school to the targeted charter school district. Analyses of the open-ended responses to these interviews were completed for data analysis. The results of this study indicated the presence of significant challenges associated with the transitional process from home-school to public school. Academic, social, and emotional challenges were noted and included difficulties with change in curriculum, problems understanding classroom expectations and socially acceptable behaviors related to the school setting, and a basic fear of change. Data collected have enabled the development of techniques for teachers and parents to use in order to ease this transition process for everyone involved.