This study was designed to identify and describe transitioning of disabled adolescent students from public school programs to community life and the world of work in northern Arizona. Public school personnel and vocational rehabilitation counselors were interviewed in order to obtain information on the types of vocational training and work experience offered, interagency cooperative efforts, the kinds of handicapped students being served, and barriers to effective transitioning. Interviews with 38 persons from public high schools and vocational rehabilitation offices in northern Arizona showed that the school districts appear to be serving predominantly mildly handicapped students in regular vocational education programs. Although very little special programming occurs for this population, and despite the fact that interagency coordination of resources is occurring at a minimal level, districts are reporting a high degree of success in post-school employment status of their handicapped population. Even more severely handicapped students appear to benefit because of their small numbers. Few adolescents were served by vocational rehabilitation agencies. The study concluded that vocational rehabilitation and schools need to increase cooperation, and that schools should increase parental involvement in the vocational planning process. Other recommedndations include a network of summer jobs for the disabled, coordination of vocational assessment, and more awareness of transitioning services. A bibliography and the interview questionnaires are appended. (KC)