This paper uses an individual case study approach to describe effects of the Learning Disabilities Transition Project, a 3-year federally funded research demonstration project which facilitated the transition of students with learning disabilities from high school to postsecondary institutions or to employment opportunities. Project goals included first, helping students (N=55) develop an understanding of what transition is through their research of options, development of self-understanding, and setting of personal goals; and, second, demonstrating an effective model for implementing transition services. Such services included: initial and ongoing assessment; transition case management; development of an individual transition plan; direct instruction; collaborative planning with relevant professional personnel; visits to postsecondary sites; and monitoring students during the first year in the postsecondary school or work setting. The case study is of the last 2 years of high school and the first year of a community college of a young girl with learning disabilities and osteogenous imperfecta. For each year information is provided on Julie's assessment results, her transition plan objectives, and the role of the counselor. The high degree of satisfaction expressed by Julie and the other students in the project is noted. Attached are: a list of 11 materials generated by the project; 7 references; and a 5-part questionnaire covering learning style, postsecondary options, self-advocacy, transfer of study skills, and interpersonal skills. (DB)