The Netherlands introduced English as a compulsory subject in primary education in 1986. Since then, a series of actions have been taken in various fields in order to provide better transition between primary and secondary education. This paper takes a comprehensive view for understanding the transition problem in English Language Education between primary and secondary education. This means that the transition problem is better understood if actions in various fields such as policy-making, syllabus development, material development, teacher training, school practice are widely taken into consideration in the discussion. After the introduction of a framework on those relevant fields and the provision of key concepts concerning the transition problem, we will have a look at each action that has been taken in the Netherlands and discuss its role, which is likely to give some implications for coping with similar problems identified in other countries.