This qualitative study examines the perspectives of special education/resource teachers in Winnipeg on current transition services to prepare high school stu-dents with disabilities for adulthood. The data were collected by individual in-depth interviews with 6 teachers responsible for coordinating transition services. The main themes emerging from these interviews were the roles of schools and teachers; extended period of high school; student and family involvement; func-tional and comprehensive instruction; inclusive placements and experiences; and inter-personnel and interagency collaboration in the transition process in Mani-toba. Interviewees identified barriers to effective transition services including li-mited supports and information for families, teachers, and government workers for transition services; lack of agreement concerning certain roles; delayed adult services; and lack of systematic approaches for student involvement and inclusive placement
