Four related research studies examined the transition of Maine special education students from high school to community and work. (1) A statewide survey of Maine special education teachers and administrators and vocational counselors found that significant gaps existed in transitional services provided to handicapped secondary school students, in accessibility to vocational training, and in assessment of student needs. Many professionals indicated unfamiliarity with the Carl Perkins Act and federal requirements for providing transition services. (2) Of 57 rural special educators who responded to a survey in northern Maine, over 75% reported that special needs students had access to special vocational education programs, particularly auto mechanics, auto body, and food services, but only 30% reported that community based training programs were available to these students. (3) Twelve educators interviewed in three rural and suburban school districts felt that school-based deficits and handicapped students' characteristics contributed equally to transition problems; considered community vocational programs for special needs students to be highly beneficial but difficult to implement; and identified staff training needs. (4) Telephone surveys of 23 special education high school graduates or their close relatives found that 16 had received life skills, career, or vocational training; 7 had held school-related jobs, but only 4 held jobs that were community based; 15 were presently employed; and 5 were earning more than $5.00 per hour. These results demonstrate that Maine school professionals have little training in and only initial understanding of the transition process, and that schools are not effective in training special needs students for jobs above the minimum wage level. (SV)