The outcomes of special education learning and transition services for K-12 public school special education graduated students is less often investigated in the field of education. The purpose of this qualitative phenomenological study is to understand the perspectives of post-high school K-12 graduated students concerning their perceptions of the learning and transition services they experienced in the special education program prior to high school graduation. Using Vygotsky's social learning theory as the theoretical foundation, this study sought to find the answers to the research question: How do high school graduates describe the influences of their K-12 special education programs in their transition to life post-high school? A purposive sample of 8 graduated former special education students from a small rural K-12 public school in a southern state in the United States, completed a demographic survey and participated in face-to-face interviews. Data collected was analyzed using Interpretative Phenomenological Analysis (IPA). Overall, results showed that participants perceived their high school special education experiences had supported their academic learning and transition to adult life. Surprisingly, those results also revealed that participants' concepts of transition skills related mainly only to academics, exhibiting a lack of understanding about what constituted specific transition skills they had learned while participating in the special education program. Future investigations should focus on what transition skills are taught and what transition skills should be specifically taught within the special education program, as well as what is considered as a measure of success for special education students' post-high school and who determines that success. Previously unknown information revealed in this study may help decision makers from K-12 public schools provide better special education services for students. [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.]