With the growing popularity of early foreign language learning (EFLL) programmes in elementary schools, the transition to secondary school constitutes a crucial bridge. Ensuring a smooth transition that builds on students' L2 language proficiency and gradually shifts pedagogical approaches is key for long-term success. The present study examines students' perceptions of the transition (N = 763) two months after they switched to secondary school in Germany. Analyses included descriptive statistics and logistic regression, which controlled for the impact of individual learner characteristics. Students' receptive language proficiency was assessed to investigate its relationship with students' perceptions at this early stage of the transition. Results showed that few students perceived the transition as a disruption from their prior experience, while 43% identify both similarities and changes. Looking forward to English in secondary school and higher cognitive functions decreased the odds of perceiving the transition as a disruption. Students with lower receptive language proficiency were more likely to perceive the transition as a disruption. Pedagogical implications include policymakers providing better guidance on expectations. Initial language assessments at the beginning of the transition, paired with questionnaires gauging students' expectations, fears and prior experience, may support teachers in better addressing their students' language needs.