This study presents the findings from a scoping review of literature (2016-2020) to explore factors that influence students’ experiences of the mathematics transition from primary to post-primary education. Synthesis of findings identified three factors, namely student self-regulation, school and academic-related, and social factors that contribute to shape students’ experiences. Findings suggest that no single factor can be attributed to influence students’ experiences of mathematics transition and an interplay between various factors contributes to these experiences. The review also highlights a gap in research on the social factors influencing students’ experiences of mathematics transitions.