The purpose of this research is to study college planning practices, skills and activities in the secondary school experience of undergraduate students with disabilities that were important to their self-predicted college graduation. This study is limited to exploring factors within the transition programming domains of student-focused planning, family involvement and interagency collaboration. This mixed methods study used an electronic 33-item survey to gather data. Participants (N = 286) included undergraduate students with disabilities registered with a disability services office at a selective large public four-year university in the Pacific Northwest. Qualitative and quantitative results demonstrate that undergraduates with disabilities who predict a high likelihood of college graduation report certain secondary school practices, behaviors and experiences as important to their eventual degree attainment. Findings generated from this study provide insight into how to better prepare students with disabilities in secondary school for successful baccalaureate degree completion. [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.]