The purpose of this study was to explore with key members of the Pilot Reintegration Education Program (PREP) Advisory Committee, the characteristics of their interagency process and how they perceived that these factors contributed to accomplishing the common objective of providing a smooth and effective transition for students between release from the juvenile justice system and re-entry into a public school district. This case study examined thirteen members of the PREP Advisory Committee who had served as representatives of their home organizations. Data were analyzed by examining the quantitative results collected electronically from the Wilder Collaboration Factors Inventory[C]. The researcher received permission from the publisher to use the assessment and to modify the language to accommodate the retrospective nature of this study. Additionally, qualitative results were gathered from face to face interviews. Twenty-nine findings, which served as the basis for this study's five conclusions and five recommendations, were derived from the data collected from the two data sources. This study re-affirmed the need to appropriately prepare youth offenders for transition from corrections back to the public schools. The lack of an adequate prison to school pipeline is one of the most urgent challenges in public education today. In the last decade, the punitive approaches of the modern juvenile justice system have leaked into our public schools, serving to remove youth from mainstream educational environments and channel them onto a direct path toward prison. Collectively, various policies have served to push youth out of school and accelerate their entry into the juvenile, and eventually the criminal justice system, where prison often becomes a dead-end road. The goals in developing transition plans for youth exiting the juvenile justice system are to reduce the likelihood of recidivism and to foster success in community. Data analysis led to the following conclusions. Careful planning, with thoughtful use of people and places, is an essential ingredient for successful collaboration. Working collaboratively with system partners provides a greater opportunity for successful implementation of true organizational change. In addition, efforts must be ongoing to assure that the appropriate level of revenue is available to conduct collaborative partnership's programming efforts. Partner agencies must learn to influence existing internal and external networks to identify and secure non federal government funding. Members of the PREP Advisory Committee reported that the major impetus for addressing this transition collaboratively was the disconnect between the school system and the criminal justice system that needed to be addressed as a part of the planning and implementation process. [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/en-US/products/dissertations/individuals.shtml.]