This thesis is based upon the assumption that in Swedish school today it is a wide gap regarding the information flow when pupils are switching school. This was one of the reasons Skolverket published a report clearly stating that this is the case. The purpose of this thesis is to examine and describe how teachers are working in a teacher team at transitions to see and understand what their work may mean individually, in a group and to the school as an organisation. The questions at issue is to see how the teachers cooperate during transitions and how they notice students in need of extra support and students level of knowledge during transitions. The two last questions at issue is first to see how teachers approach parent’s expectations on the school and the teachers, secondly it is to examine what implications their work will have on the school. The examined group is a teacher team in an independent school working in grade seven. The school has the grades six to nine. The result was achieved through two qualitative interviews and six qualitative questionnaires in order to describe the informants experience as good as possible. The analysis is based upon two concepts: organisational learning and reflection as a collective process and how these concepts are dependant on the other. The main points of the analysis show how important the teacher team’s work is to both the individual and the organisation’s competence and learning development. It also shows how it helps the pupils to get a smooth transition even though the lack of information teachers has to deal with when the new pupils arrive.