School-to-work transition services are intended to help youth develop the skills and attitudes they need to find and keep employment, maintain a meaningful adult life-style, and develop positive social interactions. Eligibility for such services has now been broadened beyond disabled students to include students with economic or educational disadvantages or limited English proficiency. Barriers to effective delivery of transition services are: (1) lack of career exploration programs in middle schools; (2) lack of interagency coordination; (3) lack of case managers; (4) limited parental involvement; and (5) absence of a computerized management information system. Four types of models for effective delivery include: curriculum content models; instructional stages models; supportive services models; and articulation and communication models. Successful transition service practices depend upon: (1) the availability and identification of a wide array of community services; (2) systematic procedures for prescribing appropriate services, such as individualized plans, case management, transition assistance centers, and parent resource centers; (3) articulation between service providers, within single agencies or institutions and between multiple agencies or institutions; and (4) systematic tracking of information regarding the availability, cost, and evaluation of services. (SK)