This study examined transition issues faced by entry-level staff who were graduates of experientially based graduate level programs to prepare professionals for student personnel work. Forty-three recent graduates from two experientially based student personnel preparation programs were surveyed. The programs met three specific criteria: a counseling-based emphasis; planned, supervised, applied training experiences; and simulation activities incorporated into classroom learning. Respondents completed mailed self-report questionnaires concerning their experiential-learning experiences relative to their job-entry transition. Results were compiled using such criteria as post-graduate placement, degree of reliance on knowledge acquired in preparation programs, preparedness for entry position, and the components of the student's experiential-learning program. The study found that: (1) although graduates generally believed themselves to have good interpersonal and political skills, they felt less prepared when confronted by unfamiliar institutional milieus; (2) that while they were confident of their ability to apply student development theories, they had less confidence in their ability to engage in professional-level dialogue; and (3) that preparation levels varied for situations involving budgeting, legal issues, and multiculturalism. (CH)