This article deals with the dynamics of children’s socio-scholastic adaptation and family-school relationships during the transition to pre-school education. Results show that students attending kindergarten generally continue to improve their socio-scholastic behaviour throughout the year. When compared to other students, those whose mothers are less educated are at a disadvantage when it comes to cooperative participation in the classroom and self-direction. Their adaptation does not improve over the course of the year. Globally, during the transition to kindergarten, family-school relations only evolve in terms of the number of collaborations between parents and teachers experiencing difficult situations, and teachers reporting on student progress and problems. Family-school relations with families whose mothers are less educated seem to be more negative. At the beginning of the year, student socio-scholastic adaptation is predicted by the frequency of meeting and exchange opportunities between parents and teachers. By the end of the year, other predictors have come into play, such as trust relationships with teachers and an understanding of teaching methods. These observations suggest that the quality of family-school relations is linked to the quality of family-teacher relations.