Although transition of students with disabilities has been part of federal mandates since the passage of the Individuals with Disabilities Education Act (IDEA) of 1990 and IDEA amendments of 1997, many students with disabilities continue to leave high school without a functional postsecondary transition plan. The purpose of this qualitative phenomenological study was to discover experiences of special education directors/coordinators and high school teachers of student with significant disabilities regarding the students' transition from high school. Nine high school special education teachers of students with significant disabilities responsible for transition from high school and two director/coordinators of two school districts completed open-ended surveys on perceptions of the transition process. Concepts and themes were developed utilizing the Stevick-Colaizzi-Keen method of phenomenological data analysis. Results suggest that directors/coordinators viewed the transition process differently than the teachers. Teachers indicated that curriculum and available resources were impeding factors, such as lack of curriculum and resources. The directors/coordinators focused more on state mandates and teacher knowledge. Positive social change implications include increasing teacher knowledge of the transition process, which can result in better information on placement options for these students. [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.]