The results of this basic qualitative study explored the lived experiences of former students diagnosed with or at-risk for an Emotional Disturbance as they transitioned through the secondary setting. The purpose of this study was to uncover what contributed to within-school transition success in secondary settings for this population. Post-secondary transition outcomes have been poor for this population-involvement with the criminal justice system, under and unemployment, and substance abuse. Additionally, low graduation and high drop-out rates have consistently impacted this ED population across our country. The research questions applied for this study were: (a) How did former students with or at risk for ED perceive their transition(s) within the secondary school context? and (b) How did former secondary students labeled with ED describe and make sense of their academic, social, and behavioral experiences in these settings? The results of the semi-formal interviews with study participants were three major themes. These themes were: (a) Academic, feelings and belonging, (b) Social, behavior and autonomy/power, and (c) Emotional, fear and self-esteem. As a result of the findings, recommendations were made that the federal definition of transition be modified nationally to address the experiences students with and at risk for Emotional Disturbances are having. Also, I proposed that a within-school transition model be incorporated in the planning for students diagnosed with an Emotional Disturbance. Current transition models do not speak to the multiple learning environments within the classroom that students experience with varying expectations, instructors, and community of peers, social expectations and academic rigor. These have impacted their access to the learning process. This study also provided recommendations based on the findings for stakeholders: educators, school systems, and state departments of education. Additionally, there were areas in which additional research was recommended as a result of the data presented. [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.]