This paper discusses the increasing number of teenagers who are dually diagnosed with both learning disabilities and substance abuse and are not receiving appropriate treatment to deal with their special needs. It reports the outcomes of a phenomenological analysis of six young adults who discussed their problems with drug and alcohol abuse, unemployment or underemployment, their dreams of success, and their worries about the future. The participants came from a variety of familial backgrounds with varying socioeconomic status and had experienced stressful events and catastrophic life happenings. Each individual continues to struggle with problems with alcohol and drug addiction and with living with a disability. The report concludes that: (1) for transition to be successful for students with learning disabilities, personnel involved with the process must collaborate and understand the other's role within the model program; (2) vocational training emphasis should be placed on enhancing skills learned by students; and (3) it is critical for the schools to adapt their programs of study to guarantee that every student who enters the school will leave that school with employable skills. (Contains 44 references.) (CR)