Students with disabilities attend college at higher rates than they have in previous years; however, students with disabilities do not graduate from college at the same rate as students without disabilities. This mixed method study, guided by the Social Change Model of Leadership theoretical framework, examined the transition of six students with disabilities who received special education services while in high school and then transitioned to an HEI. The study also examined the knowledge of 39 secondary special education teachers who completed the Secondary Teachers Transition Survey regarding transition planning and application of those skills in Texas. The transition competencies domains from the STTS included instructional planning, curriculum and instruction, transition planning, and collaboration. The data obtained from the student participant interviews revealed two main themes, teacher support and transition preparation. Overall, teachers responding to the survey indicated that they felt either somewhat prepared or prepared in the Curriculum and Instruction and Transition Planning domains and that these areas were used either sometimes or frequently. Findings suggest that high school special educators should devote time to building self-advocacy and independence in students with disabilities and have training sessions for parents and teachers. [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.]