The effects of transitions impact students across academic levels in many ways. The transition to high school can be a vulnerable time; moreover, it may be an optimal time for preventive interventions. As students matriculate and transition from middle to high school, a concentrated effort must be made to improve the practices to best support transitioning ninth-grade students. The purpose of this study was to examine and enhance the structures in place at a suburban high school. The following research questions were developed and guided this study: (1) What systems can school leaders implement to help facilitate the transition from middle to high school? (2) What do the faculty and staff believe are essential support structures for transitioning middle to high school students to experience positive attendance, behavior, and academic success? (3) How do design and implementation team members describe the influence of the action research process on their capacity to support the transition process of ninth graders? This study highlighted the importance of examining, evaluating, and enhancing current practices. The results of this study will be used to provide implementation recommendations for leaders, counselors, and teachers as they try to better understand the needs of ninth-grade students. Implementing early interventions and developing a comprehensive plan are recommendations for creating a successful transition for ninth-grade students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]