The literature review in this doctoral project addresses secondary school transition. The definition of secondary school transition is defined, and the literature review goes over the disproportionate outcomes in post-secondary education and employment when special education students and general education students are compared. Current research is provided which emphasizes how school districts can structure their programs in order to enhance the secondary school transition process and help secondary students with disabilities become more successful in their post-high school lives. The literature review also reviews evidence-based practices students should be involved in in order to support their successful secondary school transition, which includes parental support and cultural and linguistic responsibility. Additionally, the roles of the school psychologist are discussed as they pertain to the secondary school transition process. This doctoral project also includes a product which consists of three 40-minute assemblies explaining the secondary school transition process for 11th grade Special Education students. Within the workshops, students are given the opportunity to become more familiar with their individual disabilities, they are taught self-determination skills, learn how to create goals, and reasonable accommodations are discussed as they relate to post-secondary employment. [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.]