This paper discusses current transition processes and practices and provides initial evaluation and outcome data. Areas covered include Individual Transition Planning, curriculum issues and vocational training. The need for extra assistance and support in the recreation and leisure areas (post school) was identified, with the authors suggesting that schools should be doing more to promote daily living and personal/ social competencies among students with disabilities. They suggest future directions and argue that transition policy should be supported by ongoing staff development and by refining and implementing effecting training programmes. Keyword: Transition