Administrative steps necessary to provide needed educational programs for transitional students (students who have been declassified and are no longer eligible for special education programing) are discussed. The administrative steps include recognizing the new subpopulation of students, arranging for the gradual transfer of students from special education to regular education, determining available alternative programs and funding resources, and providing opportunities for changing teachers' expectations regarding the academic potential of transitional students. Along with the administrative needs, the school psychologist needs to assume a consultative role in assisting instructional personnel in working with transition students. Research is needed in the areas of identification, instruction, and assessing the academic gains of this population in nonspecial educational curricula. (Author/PHR)