This report analyzes and documents the ways that existing educational service systems have successfully modified their roles in order to improve school-to-adult-life transition services for students with disabilities. The report is based on findings from development of a model cooperative transition services system, which revealed that new roles are crucial to the implementation of a fully functioning transition services program. The report is designed to provide practical ideas for resourceful school systems planners, to build an enhanced transition program by shifting roles rather than requiring costly additional resources. The report explains the role shifting research model and identifies problem areas and change functions involved in role shifting. Also analyzed are trends in role shifting patterns and change strategies, such as creating new positions to coordinate vocational and special education; creating the roles of case manager, job coach, and job developer; changing teachers' roles to emphasize community-based instruction; etc. The report also reviews funding strategies for transition programs, lists critical factors for change, and offers personnel planning guidelines. (JDD)