The aim of this study was to explore parents' and teachers' perceptions of and responses to children's learning of 5-7 year old children with intellectual disabilities (ID) in their transitions from preschool. Although educational transitions is a growing field of research there is limited research of educational transitions of children with ID. These children often need individual adaptations in pedagogical settings. Educational transitions involve changes in the identity and agency of individuals (Dockett, 2014). Three levels of change have been identified: the individual, relationships and contextual levels (Griebel & Niesel, 2009). Children's learning journeys are developed on these levels by collaboration between settings (Wilder & Lillvist, submitted). The transitions from preschool to school of eight children with ID were followed during one year. Interviews with parents, preschool- and school teachers were performed on three occasions pre- and post-transition. Sixty-eight interviews were analysed inspired by interpretative phenomenological analysis (Smith, Flowers & Larkin, 2009). The study was approved by the Swedish Ethics Committee for Research. All participants gave informed consent continuously during the process of the study. The themes 'learning that fit', 'language and communication' and 'child wellbeing' defined how parents and teachers responded to their perceptions of the children's learning. The teachers had different perceptions of the children's learning and also of the goals of the educational setting. The results are discussed in relation to different viewpoints on learning in the Swedish preschool and school curricula and the implication of this to teacher education.