This exploratory study analyzes the perceptions of Disability Support Services (DSS) personnel regarding the transition process and documentation requirements to receive services for students with invisible disabilities in postsecondary settings. Invisible disabilities include attention-deficit/hyperactivity disorder, autism spectrum disorders, learning disabilities, and traumatic brain injury. DSS personnel from 408 postsecondary institutions across the United States completed the researcher-generated survey online. Results indicated a lack of consistent collaboration with secondary institutions and use of transition plans to determine eligibility for disability services. Participants reported a lackluster view of their usefulness, and analyses of their free responses revealed specific themes for what DSS personnel reported would make transition reports more useful. Results regarding currency requirements, qualified conductors of, responsible parties for, and location of assessments are presented. Applications of the findings of this research are discussed for the preparation of effective transition reports and transition goals.