Most recent data confirms that the transition and learning "gap between youth and young adults (ages 14-24) with and without disabilities remains significant despite decades of federal and state legislation intended to improve education and employment opportunities" (Cheng & Shaewitz, 2020, p. 28). Researchers have highlighted that further research should focus on student perspectives of transitions "since transitions are likely to be a 'make or break' period in the academic development of students with clinically relevant EDs" (Metzner et al., 2020, p. 232). The phenomenological qualitative research study answers the following research question: What are the lived transition experiences of students who have exited from high school carrying an emotional disturbance diagnosis? In adherence to the cognitive career theory, the data analysis presented three significant themes regarding research participants' perceptions of their lived transition experiences. These themes included mental health factors impacting post-secondary transition outcomes, participants' progress toward their post-secondary IEP goals, and current circumstances informed by late secondary school experiences. Recommendations from the research conducted in this study include conducting an expanded study, finding programs that are achieving successful transition outcomes and conducting additional research related to post-secondary transition outcomes. Recommendations for practice resulting from the data collected in this research include expanding mental health services for individuals in high school and district-run restrictive educational placements. [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.]