The present study examines the perception of parents and teachers towards the transition process and preparedness of students who are deaf or hard of hearing from a listening and spoken language school in the Northeastern United States to a general education setting in their home school districts. The study uses a mixed methods design with in-depth interviews of a criterion-based sample of parents as the primary data gathering method. From the parent sample, teachers of the same child were surveyed regarding the transition and student preparedness for the general education setting. Interview transcripts and surveys were analyzed using a phenomenological data analysis technique and descriptive statistics. Findings of the analysis indicate that although the initiator and length of time for the process varied, parents and teachers were satisfied with the transition process. Parents identified several important components of transitioning. Findings further indicate students were adequately prepared and were maintaining academic progress, but needed more time for vocabulary development. (Contains 3 tables.)