This paper reviews transition education initiatives that were undertaken in three Australian states (Western Australia, South Australia, and Victoria) for the purpose of assessing the extent to which local projects reflected national policy objectives. Case studies for each of the three states are presented and the impacts of the transition education activities are discussed. It was found that positive outcomes included increased student self-esteem, the creation of viable alternative curricula for less academic students, improved student-teacher relationships, and acknowledgments for schools. Among the negative effects were workload and stress among teachers and jealousy and resentment among non-participant teachers. A limited impact of the transition projects was observed beyond the particular target group (students considered employment risks). Factors which appeared to facilitate wide-ranging changes affecting whole schools were the support of the school principal and senior staff, the availability of project coordinators and low staff turnover. Implications for school changes are discussed. (ML)