The purpose of this study was to use the current body of literature to solicit views of students and teachers regarding the distinguishable characteristics that students must possess which allow for a successful transition from eighth to ninth grade mathematics classes. A determination of which factors students and teachers believe have the most impact on these characteristics in the transition from eighth to ninth grade was made. Responses were summarized and analyzed using a Mann-Whitney U test. Teachers were asked if they believed students were prepared for ninth grade mathematics classes. A chi square test was used to analyze the results. A group of 19 eighth grade mathematics teachers and 40 ninth grade mathematics teachers were surveyed. Focus groups were used to gather information from 32 ninth grade students. Results indicated similar rankings of distinguishable characteristics between eighth and ninth grade teachers with work ethic being the most important of the characteristics on the eighth and ninth grade list. Eighth and ninth grade teachers ranked attendance as the number one factor. There was a significant effect for motivation, (U = 506.5, n1 = 40, n2 = 19, p = 0.039), with 8^th grade teachers ranking motivation higher than 9^th grade teachers. The eighth grade mathematics teachers placed grades and curriculum higher in the rankings while the ninth grade teachers ranked social support system and student-teacher relationship higher in their rankings. Paying attention and student-teacher relationship were the most frequent student responses when asked about distinguishable characteristics and factors. Ninth grade students agreed with a majority of ninth grade teachers that they were not prepared for ninth grade mathematics classes. The majority of eighth grade teachers believed students were prepared.