This phenomenological study sought to investigate, analyze and describe the effects of early intervention on college readiness and the transition plan for high school students with visual disabilities transitioning into post-secondary education. Exploring how students with visual disabilities are perceived, treated, and the barriers they face in their preparation regarding post-secondary transition was critical for capturing and understanding. A multimethod approach was used to analyze extant research from the literature gathered. A phenomenological approach was employed to describe the lived experiences of approximately 12 participants, including, blind and visually impaired high school seniors entering their first year, those who have completed their first year, blind and visually impaired teachers, transition counselors and college administrators. The results indicated that early intervention is key to the successful transition of visually disabled students, considering their age and the period it commences, as well as the supports and services in place for a smooth transition. [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.]