This qualitative study explored the processes utilized by secondary special education teachers as they plan and execute transition planning and/or goal setting for college-bound students with high incidence disabilities (HID), including autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and specific learning disability (SLD). As these students transition from secondary to postsecondary education realms, supportive factors, accommodations, and available services vary, and transition programming inadequately spans this gap. This inadequacy of transition planning places students with HID at a disadvantage to their typical peers. The goal of the study was to identify gaps in transition planning for students with HID, specifically between current transition practices and their (1) alignment to research-based predictors for postsecondary education success and (2) perceived influence on student barriers to success in higher education. Themes emerged from the data, highlighting the supportive factors of commonly used and valued predictors of postsecondary education success and participants' knowledge of these indicators, as well as specific barriers that influence the successful postsecondary transition for students with HID. [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.]