This dissertation study investigated secondary transition programs throughout New Mexico in order to identify the extent of their services and research suggested best practices within high schools. Educators, including transition personnel, special education teachers, and special education coordinators, from around the state responded to a self-made survey based on transition education and program components. The purpose of this dissertation intended to find both the extent of services, and which of the transition education components most effected student postsecondary education and employment outcomes. The transition related State Performance Plan indicators (1, 2, 13, and 14) served as dependent variables for each of the school districts that responded. The survey consisted of two separate analyses. First, I calculated the extent of transition program components for each district to determine the service level reported by teachers. Second, I tallied the transition education variables that served as the study independent variables by district. I used these independent variables (3 total) in a Multivariate test against the dependent variables to determine overall effects. Results of the analysis show that transition programs that provide instruction and opportunities for students to choose their goals, express their opinions during the transition planning meeting, and provide instruction for vocational related education attain better postsecondary employment and education rates.