Interagency collaboration between Vocational Rehabilitation (VR) counselors and transition teachers has been a mandated activity to assist with transition outcomes of students with disabilities. However, gaps in collaboration have been a recurring theme in literature. This qualitative descriptive study looked at how VR counselors and transition teachers described their experiences of collaboration when facilitating postsecondary exceptional students' transition to the workforce in Hawaii. The theoretical foundation for this study was Bronfenbrenner's Ecological Systems Theory and the Community Interagency Relationships and Collaborative Linkages for Exceptional Students (CIRCLES) conceptual model. Purposive and snowball sampling was used to identify 16 participants in Hawaii for this study. The data sources were semi-structured individual interviews and online questionnaires. The data was then coded and thematically analyzed to answer the research questions. Findings revealed VR counselors and transition teachers had varying experiences and similarities, but both groups expressed the need to continue to improve collaboration. Both groups described the high staff turnover rate, lack of consistent training, lack of written guidelines, and the lack of a seamless process from administrators and leaders to disseminate information to VR counselors and transition teachers, which all negatively impacted collaboration. Further research on factors that impact collaboration such as staffing and job duties, communication, as well as training, guidelines, and policies is recommended. Finally, the results of this study provide a base for future studies on the interagency collaboration between VR counselors and transition teachers, when working with transition-age 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.]