A staff development program in two western states helps professionals in rural school systems provide comprehensive transition services to students with disabilities. The program was designed to be relevant to rural constituents and to overcome the lack of understanding of local needs by university personnel. A vision statement relating to desired student outcomes was developed by staff members of Colorado State University in conjunction with local districts. Participants' strengths and needs were considered in the design of an internship experience and a 1-week summer institute. Other program elements were courses on transition and community-based instruction, vocational assessment, and career development, delivered in condensed format or via distance learning technology. Each participant designed an individual action plan incorporating their personal strengths and needs, the strengths and needs of their district, and the vision statement. The role of university personnel shifted as a result of district personnel needs. Perhaps the most important role of the university was that of providing credibility to the efforts of participating educators as they changed their own roles to become more acquainted with the community and less involved in traditional classroom activities. From this project a model has emerged for providing inservice and preservice training that addresses rural concerns. Evaluation showed that the district-university partnership is a real strength, although relationships longer than the current 1 year would be more effective. In some districts, administrators' lack of knowledge about laws concerning transition services resulted in lack of support. (TD)