Successful transition processes for students with disabilities can assist secondary and post-secondary education institutions in meeting the needs of students. The purpose of this research is to examine the nature of the transition process from secondary to post-secondary education for students currently enrolled in college. By examining transition processes, this study illustrates common successful practices to support students with disabilities. To investigate the transition process, a review of participants' high school IEPs, post-secondary accommodation letters, and interview transcripts was conducted. Common themes emerged from the interviews; participants reported that effective communication, advocacy skills, supportive faculty and staff, getting their accommodations, sense of responsibility, and accessibility and availability of information and resources were important to a successful transition. Results further indicated that collaboration among special education teachers, parents, school counselors, vocational rehabilitation counselors, post-secondary institutions, and students is crucial to a successful transition. Given that students with special needs struggle to transition from secondary to post-secondary schools, in part due to the discontinuation of their immediate levels of support, there is a need to ensure that the transition process is started early and is conducted correctly. A well-collaborated transition plan has been found to offer support and services for students with disabilities in the post-secondary setting. [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.]