In this article, the authors describe the implementation and evaluation of a graduate-level transition endorsement program for transition specialists in Ohio. This program was based on the Council for Exceptional Children (CEC) standards for transition specialists that were adopted by Ohio. The Kent State transition endorsement was delivered through four Web-based courses, one on-campus summer course, and a practicum. Competency self-ratings were significantly different pre—post, and program participants indicated good to very good knowledge and skill on transition competency domains. Focus group responses suggested that participants' roles and activities were affected positively. The authors recommend further research on how this kind of preparation might improve the delivery of transition services.
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