The special education and rehabilitation literature is replete with articles examining transition planning, services and supports; however, transition models have typically been developed for the school context and not focused on other transition team members. These school-based models are important; however, models developed from the perspectives of other key partners could provide valuable insight and enhance transition team functioning. Vocational Rehabilitation (VR) professionals are often the only link that transition programs have to employment; therefore, VR counselor perceptions of essential competency domains need to be understood by both school and adult agency professionals alike. This study collected data from 291 vocational rehabilitation (VR) counselors from three Midwestern states. Exploratory factor analysis was used to identify an underlying transition domain structure. Seven transition domains areas are presented and conferred. Implications and proposed directions for future research are discussed. (Contains 2 tables.)