This researcher addresses whether transition planning with classified special education students is being implemented in accordance with the Kohler model for successful transition programming. Using archival data obtained from two high schools, one with a specialized on campus program (School A) and the latter as an excluded site specializing in classified students (School B), the researcher explored coherence and compliance in five domains of concern, Student Development, Family Involvement, Program Structure, Interagency Collaboration, and Student-Focused Planning. The perception of stakeholders involved in transition planning included special education teachers, school social workers and psychologists, guidance counselors, and related service staff. The Self-Assessment Checklist is comprised of 49 questions that allowed respondents to select from "always," "frequently," "sometimes" and "never." One extended response question allowed for individual personal feedback. Results found qualitative discrepancies and compliance to the Kohler model. Numerous domains of disconnects within the model and sporadic involvement appeared to be the norm for both programs than the exception. Moderate compliance to some domains was found but all were found to be in need of considerable improvement. An alternative model with student self-advocacy as the focal point was suggested as a means of improvement in the ongoing transition planning process. [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.]