The purpose of this study was to examine the outlook of students in a transitional period between elementary and middle school, of parents and of teachers on shifting from elementary school to middle school in an attempt to lay the foundation for the development of programs geared toward facilitating the adjustment of students in the transitional period. Two research questions were posed in this study: What are the awareness and expectations of students going on to middle school, parents and teachers? What are the differences among students going on to middle school, parents and teachers in the way of looking at the shifting? The subjects in this study were sixth-grade elementary schoolers, parents and teachers from four different elementary schools in the city of Busan. A survey was conducted to find out their expectations and perception in February when the students were about to graduate from the elementary schools. According to the results of earlier studies and the primary survey, secondary questionnaire was prepared by employing Likert scale to cover their expectations, their anxiety and the academic, social and structural factors of transition programs with 10 items each to look for any possible differences among the views of the three groups about shifting to middle school. And then another survey was taken on middle school seventh graders, their parents and teachers in April to see if there were any intergroup disparities. The findings of the study were as follows: First, the students, parents and teachers investigated were curious about how to study in middle school, middle school regulations and academic achievement in middle school. Second,the students worried about their own academic standing, relationship with upper and lower graders and how to study. But the parents and teachers were most concerned about making friends, followed by academic standing, relationship with teachers and relationship with upper and lower graders. Third, the students expected most to participate in middle school events and make friends, and the parents and teachers expected them to make a physical and mental growth. Fourth, as for needs for a transition program, all the students, parents and teachers asked for academic assistance the most. In terms of intergroup comparison of expectations, worry and needs for transition program, First, in expectations, the parents and teachers had a lot of expectations for the teaching methods, new subjects and rating method of middle school, but the students didn\'t have much academic expectations for middle school education. All the three groups had lots of social expectations for making new friends, relationship with upper graders and relationship with teachers. The students and teachers considered it good to undergo some favorable changes in middle school. For instance, they found it good to have a school store where they could buy something they need. While the two groups had little expectations for school regulations including rules for hair and school uniform, the parents had a lot of expectations for school regulations. Second, as for worry, all the three groups showed academic concern at shifting to middle school, as they worried over increased subjects, increased school hours, tasks, performance assessment, examinations and academic achievement. The students and parents didn\'t show social concern at making friends, meeting new teachers and possible injury from bad upper graders, whereas the teachers were much apprehensive of those things. Third, like their expectations and worry, all the three groups had lots of academic needs for transition programs. The students and parents didn\'t feel the need for social transition programs, but the teachers felt the necessity of social programs a lot. Programs that dealt with dating or relationship with teachers were little considered necessary. Although the teachers approved of the necessity of those kinds of programs, there was no significant disparity among the three groups in the view of the necessity of those programs.