Introduction: Children with ID often need individual adaptations in pedagogical settings concerning both learning, e. g. communication aids and adapted material, and care, e.g. extra support in everyday activities and medical supervision. Knowledge is needed about how to build on these children's learning in transition from preschool to school.

Methods: The transitions of eight children with ID were followed during one year as a multiple case study. Parents and teachers of each child were interviewed at three time points during the year. The analysis of the 47 interviews was inspired by interpretative phenomenological analysis (IPA).

Results: The master themes ‘Organising for Child Well‐being’, ‘Adapting Strategies for Learning’, and ‘Processing Time’ constituted how parents and teachers perceived and responded to the children's learning. The teachers had different perceptions of the children's learning and also of the goals of the educational setting.

Implications: Collaboration between parents and teachers is imperative for a continuity in learning and for creating positive learning situations for children with ID. By specifically focusing on the dynamics of a child's learning in contexts over time, knowledge is gained about what builds up a child's learning journey.