This study examined: (1) the current level and quality of participation by students with disabilities in the Individualized Education Program (IEP)/transition planning process and annual meetings; (2) the extent to which teachers expect and enable special education students to participate in that process; and (3) factors that may foster or suppress the participation of students. The study gathered quantitative data from a self-report survey instrument, "IEP Questionnaire," and qualitative data from audiotaped semi-structured follow-up telephone interviews. Students (n=32) in graduate special education courses completed a 22-question survey about participants' special education students' participation in the IEP, transition planning and annual meeting process, and factors that either foster or suppress such participation. Follow-up interviews clarified survey responses with emphasis on low modal and mean responses. The study found that participating special education teachers thought that both students and teachers need training to participate effectively in the IEP/transition process; that there is a need to clarify the educator's role in facilitating active student participation; and that special education law should emphasize active student IEP participation. Appendices include the IEP questionnaire, the telephone interview protocol, the consent form, and additional comments of participants. (Contains 85 references.) (DB)