This report summarizes results obtained for the first cohort of students (n=98) with disabilities involved in the pilot Transition Project begun in 1989 in New South Wales (Australia). Students were in either special schools (56 percent), special classes in regular high schools (40 percent), or integrated regular settings (3.5 percent). Of the students, 87 percent had intellectual disabilities, 9 percent physical disabilities, 3 percent multiple disabilities, and 1 percent sensory disabilities. Interviews were held 1 to 2 years after leaving school with 57 of the students, of whom two-thirds were male. High school education had focused on functional curriculum areas stressing community-based instruction, with 84 percent of interviewed students having been involved in vocational training. This training occupied from 40 to 80 percent of instruction time during the students' last year in school. Half the sample was employed at the time of follow up. Fifteen (26 percent) were at home without occupation or further education and training prospects. Severity of disability, especially intellectual, was associated with likelihood of being employed in full-time competitive employment. Students (61 percent) who had been assisted in transition to either postsecondary education or employment had better overall outcomes. Poorest outcomes were for youth who aged out or dropped out. Recommendations stress the special needs of youth with high support needs. (Contains 92 references.) (DB)