Transition beyond high school for students with disabilities was introduced in education over 50 years ago. Today, it has evolved to include data collection of ongoing mandated activities and post-school outcomes. The purpose of this study was to examine student transition planning components and how these related to the post-school outcome data collected by a local New Jersey high school district. The data utilized included the Individual Education Programs (IEPs) and results from the Post School Outcomes Study of student exiters who had graduated, dropped out, or aged out for the two cohort years of 2012-2013 and 2015-2016. Both cohort years shared parallel outcomes in that most students of all disability types, except Multiple Disabilities, participated in higher education after leaving high school, followed by students with disabilities who sought competitive employment. Students with Multiple Disabilities were more likely to seek competitive employment. A low number of students were not engaged one year after exiting high school as they had not been involved in education, employment, training, or any other option after exiting high school. Mandated transition components and strategies were mostly present in student IEPs, demonstrating mostly complete transition statements, plans, and activities. These components were also at the center of driving students towards positive post-school outcomes. Goals, activities, and strategies which address employment and continuing education were considered to positively impact student decision-making and ongoing activities, training, and/or education beyond high school. [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.]