Students with disabilities face the challenges of transitioning from secondary school to higher education with the added difficulties associated with specific physical, emotional, or learning disabilities. In this qualitative study, this researcher (a) observed practices that transition service professionals used during exit transition meetings and interviewed select transition service professionals about their perspectives on critical components of a successful transition meeting; (b) collected observation data from six high schools in the rural Appalachian region of Southwest Virginia; and (c) interviewed fifteen transition professionals about their definition of a postsecondary transition meeting, which components of transition meetings they identified as critical, and their impressions of the effectiveness of collaboration in the transition process. The transition professionals identified six components as critical to the success of an exit transition meeting. The researcher found a marked difference in what professionals say is important in postsecondary exit transition meetings as compared to what they emphasize in practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]