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In 2011-2012, eight schools in the Charlotte-Mecklenburg Schools (CMS) adopted a PK-8 structure. The Office of Program Evaluation in the College of Education at the University of South Carolina is collaborating with the CMS Center for Research and Evaluation to better understand the PK-8 transition process as well as academic and behavioral outcomes of students enrolled in these schools. This preliminary report highlights the results of the qualitative data analysis in Year 1, which included zone superintendent and principal interviews and focus groups with key informants (teachers, parents, and students). A PK-8 Teacher Survey was also developed to explore trends in teacher attitudes and beliefs over a three-year period. Survey results are appended to this report and will be used to compare attitudes and beliefs over time in subsequent reports. Many informants expressed optimism in the attainment of positive achievement growth in PK-8 schools. Some informants expected more modest student achievement gains in 2011-2012 based on realities of the transition and the need to establish a new school culture. Some informants, particularly teachers and parents, perceived more negative behavior within the schools than in previous years. The majority of informants cited no perceptible differences in student attendance during Year 1; however, some informants believed attendance had the potential to improve in future years. Aspects cited that may facilitate enhanced student outcomes are the availability of more human and material resources, opportunities to work more closely with teachers across a broader grade span to understand student growth and achievement, and the ability to develop stronger, more lasting relationships within the school community. The transition to the PK-8 structure was a substantial influence on school functioning and facilities during Year 1, the 2011-2012 school year. School administrators concentrated much of their attention on reframing the school culture, restructuring school operations, addressing staffing needs, and redefining the school facility to accommodate a substantial increase in the student population. Issues related to the transition, adequacy of facilities, and the quest for best practices within the PK-8 environment resonated well into the school year at some of the schools. [For "Charlotte-Mecklenburg Schools, PK-8 Transition Study: Year 2 Evaluation Report," see ED582736. For "Charlotte-Mecklenburg Schools, PK-8 Transition Study: Year 3 Evaluation Report," see ED582683.]