Representatives were surveyed from 36 parent training programs dealing with school-to-adult-life transition, to identify practices which appeared to correlate strongly with positive outcomes for parents, professionals, and children/youth with special needs. Strategies which were identified as essential to parent/professional collaborative training for transition programs include: assessment of training needs, consideration of planning team membership, training that goes beyond an awareness level to the level of implementation, use of local parent and professional networking, identification of demographic variables, provision of workshops and follow-up activities, development of appropriate materials, and sensitization of parents to the needs of professionals and sensitization of professionals to the needs of parents. Strategies unique to a small number of effective training programs include such things as hiring members of under-represented populations to act as outreach staff and paying parents to attend training. Appendices contain a sample needs assessment and a list, organized by state, of the survey participants and non-participants. Also included are definitions of terms and a flowchart of the sequential planning process. (JDD)