This study examined the opinions and practices of 59 of Alabama's rehabilitation counselors who are assigned to serve secondary students with disabilities. Results are presented within the areas of: (1) Individualized Transition Program; (2) student/parent participation in transition, (3) assessment, (4) vocational preparation, (5) service coordination, and (6) transition outcomes. The counselors viewed all six transition components as important or very important. Findings revealed that, in spite of the perceived importance of individualized transition planning meetings, nearly half of the counselors reported that they seldom or never attended them. Nearly 85 percent of the counselors attested to the importance of their clients being actively involved in developing their own transition plans and programs, but over half were only moderately satisfied or less than moderately satisfied with their clients' level of involvement. Nearly 40 percent of the counselors were only moderately satisfied or less than moderately satisfied with assessment information and its usefulness in helping them to make appropriate client decisions. Only 27 percent of counselors reported that their transition clients participated in community-based, work experience programs. Over half of the counselors were only moderately satisfied or less than moderately satisfied with coordination of services among various agencies. Implications for training, research, and policy making are discussed. (Contains 14 references.) (JDD)