This is a literature review intended to investigate development of secondary school transition programs for students with mild to moderate disabilities, features of current transition programs, adopted curriculum and standards designations, and possible areas of improvement. It was expected that through reviewing compiled research there would be a clear sense of what a successful transition program should look like and what services it should provide. However, it was found that there are few successful models, and there continues to be little consensus or alignment amongst the nation on these areas. Since the 1800’s, secondary transition programs for students with mild to moderate disabilities have been the topic of great discussion and debate. Providing well balanced transition services that take into account both vocational and academic education has fallen upon the school systems. However, there have been challenges in finding schools with programs that fit this description. In fact, it was discovered that many programs have struggled to even meet minimum requirements, as outlined in the Individual’s with Disabilities Education Improvement Act (IDEIA), for compliance.