It is clear that the intention of the Rehabilitation Act of 1973 and the Individual with Disabilities Education Act of 1997 require both the Education Agency and the Vocational Rehabilitation Agency (VESID, in New York State) to jointly participate in the development of transition plans for students with disabilities as they prepare for employment after high school. Yet, even though the intention of collaboration is well documented in the law, the authors find that the two issues most often identified as barriers to school and vocational rehabilitation (VR) collaboration are poor or inaccurate perceptions of vocational rehabilitation by school staff, youth and parents, and conversely of schools and youth in transition by VR staff; as well as nonexistent or ineffective procedures to structure collaboration by school and VR staff across the referral, eligibility determination, planning, and service delivery process (Benz, Johnson, Mikkelsen, Lindstrom, (1995). These barriers held true for students, their families, schools, vocational rehabilitation and other transition partners in the central region of New York State. This brief will highlight specific steps and strategies implemented by a regional work-group to remedy these barriers resulting in improved transition services and outcomes experienced by students with disabilities in this catchment area. Reviewed will be the specific barriers faced, interventions taken to remove barriers and measures of success. The appendix includes (1) Implementing the Articulation Agreement; (2) Articulation Agreement Form; (3) Flow Charts of events; and (4) Articulation Agreement Process Outline. (Contains 4 charts.)