This self-study action research study explores, “How can I support positive transitions for children in my early years setting”. Children’s experiences when they are growing up are full of change such as moving from home to an early year setting, moving house, the loss of a family member, or a break-up of the family unit. All these changes in a child’s life are regarded as transitions. The aim of this research was to examine my current practice and to identify how I support positive transitions in my early years setting, while also aligning these practices to my values. This research project occurred within my place of work at an early childhood education and care facility. The research methodology I used included questionnaires, a reflective journal, anecdotal and event sample observations, and team meetings. These qualitative research tools would enable me to gain the perspective of participants while including my own learnings as a researcher. All ethical considerations were adhered to during this research, these included gaining informed consent from the participants, and the collection and storage of data. There were two action research cycles within the self-study, all of which focused on enhancing how transitions occur and happen within my setting. From the extensive but rich data that I collected, I then analysed this data to search for certain themes that were evident. From this I was able to extract my findings which showed indications of episodes of where I was living more closely to my values, and this enabled me to make a claim to knowledge. Furthermore, this study recommends and extends the understanding of transitions. By adopting a right-based approach I was able to identify and respond to the multiple ways children communicate and express their views. By leveraging the children’s agency, through an emergent curriculum instead of imposing adult-controlled routines and by collaborating with parents to help me understand children’s perspectives and structuring the daily routine accordingly. These findings have led me to deeply consider my practices, identity, and values as an early childhood educational leader. Furthermore, it has supported me in constructing a living theory of my practice by providing a rationale and awareness as to why I had previously engaged in such practices.