This study sought to understand better the administrator's perspective of transition services in the school building. The current systems in place for transition are not reaching the desired outcome for students with disabilities. Students with disabilities are less engaged with post-secondary education than their nondisabled peers. They are gainfully employed at a lower rate than their peers without disabilities, as demonstrated by the statistics listed above. This impacts their future trajectory and compounds difficulties such as employment, poverty, access to medical care and transportation. Administrators, as the leaders in the school building, provide unique expertise that should be examined to effect positive change. The purpose of this study was threefold: 1) to develop an understanding of "best practices in transition" from the research literature that was used to guide the study, 2) to understand what administrators know about best practices for transition and how frequently these practices are implemented in their school building, and 3) to gain administrators' perspectives on the challenges and barriers identified with facilitating transition services and implementation of best practices for transition.?This knowledge can aid in the development of better practices for postsecondary transition, which would greatly impact postsecondary outcomes for students with disabilities. Thus, administrators' perspectives and knowledge about transition planning were imperative to improving transition services and support for students with disabilities. This study found that administrator oversight of transition services and their involvement in the process of comprehensive transition planning in their school buildings is inconsistent. Familiarity with the best practices identified by this study and indicators 13 and 14 (transition law) should be required for all administrators, and best practices indicate that these laws that govern transition practices should influence their decision-making. However, the results of this study showed that there are varying levels of knowledge and influence on administrative decision-making processes, which need to be further researched and ameliorated. Administrators value the 14 best transition practices yet do not ensure frequent implementation in their schoolhouses with the same enthusiasm. [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.]