This study was developed to examine some possible reasons for the poor transition outcomes of students with exceptional needs even when provided with the structure and support of an Individualized Education Program, certified teachers, limited class sizes, and transition support. An extensive review of the literature precedes the research report. The report notes that postsecondary adult education theory assumes that high school graduates possess the basic competencies for self-directed learning. The study used the Self-Directed Learning Readiness Survey with 10 graduating seniors identified as either learning disabled or emotionally disturbed. All student scores fell in the lower 16th percentile range on self-directed learning readiness. Discussion of results focuses on the lack of "mesh" between secondary and postsecondary educational theory and the need to include the development of self-directed learning skills in the secondary special education curriculum. Contains 35 references. (DB)