Special education case managers experience barriers to community and vocational resources when writing Individualized Education Plan (IEP) transition plans. Lack of procedural information and coordination of transition services create obstacles that impact the quality of IEP planning and postsecondary outcomes for students with disabilities. Through the lenses of social constructivist theory, which identifies learning as a dynamic and continual process, IEP transition activities support such learning through individually designed opportunities for students with disabilities. The purpose of this study was to identify unclear procedural guidelines and uncover types of community-networking barriers prohibiting special education case managers from implementing appropriate IEP transition activities. Using a case study design allowed for a focused perspective on the professional experiences of the special education case managers, specifically those working with community integration components of IEP transition plans. Eight purposefully selected special education case managers from a Southern Arizona school district participated in this study. Using interviews and Arizona State postsecondary outcome survey information provided an opportunity to analyze community trends and availability of resources. The analysis comprised of coded responses from the participants' interview sessions, postsecondary survey review, and program and policy documents. Three themes emerged: company policies from private businesses in the community, staffing availability, and geographical differences. The results from this study provided clarity on barriers that limit the ability of special education case managers to write and implement meaningful IEP transition plans. Recommendations from this research included reflecting upon special education program frameworks that support staffing and resource allocation to ensure community and vocational opportunities are explored as part of a student's transition plan. [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.]