This paper describes the Community Transition Center (CTC) model, being tested in six districts in rural Wisconsin. The model is a way of conceptualizing and organizing the employment-related needs of mainstreamed mildly handicapped youths who are exiting secondary schools. The model emphasizes the role of secondary school transition programming, the need for the school to establish work experience programs, the development of an active network between the secondary school and post-secondary settings to assist students in their transition from school to community, and the establishment of a center that can be individually tailored to the needs of the community. The center helps teachers provide employment preparation skills; responds to the need for services beyond a school's capacity; and pools resources among schools, adult services providers, and employers. The CTC model consists of three major components. First, it is a school-based program with a curriculum that focuses on transitional programming. The program also is designed to address organizational issues within the school. The second component is the CTC service capacity, a way of organizing and conceptualizing the types of additional job training services. The third component is the transition steering committee, the primary mechanism for bridging between the various community resources, secondary schools, and the CTC. The primary benefit of the CTC model is that it provides a way to organize and evaluate transition programming among the various key players in the school and community. (TES)