Too often special education services are provided in a piece-by-piece fashion with individual support staff members each scheduling service to the child once or twice a week. Travel time and case-load numbers prohibit getting significant service time and frequency to the student. The literature suggests that transdisciplinary service delivery is a model that can remedy this situation by allowing teaching the classroom teacher and parents how to provide those services that can be shared or transferred from the primary service provider to others. Transdisciplinary involves the sharing of skills among and between staff, parents and the primary service provider. To test this proposition, 24 physical, occupational and speech therapists were sampled before, during and after implementation of a transdisciplinary model. Staff developed a list of "role-sharing" tasks and who could take-on these tasks. Over the next school year, staff implemented these sharing plans and taught others the proper procedures for success. At the end of the school year, staff refined these "role-sharing" plans and specified what tasks can be shared (staff and another person working together), what tasks can be transferred (given to another person to do with the student) and what tasks should not be shared or transferred. Results showed that many tasks can be either shared or transferred to other school personnel or parents.