This article reports on factors that influence the sustainability of secondary transition innovations in local schools. We used a two-stage research process, which combined broad survey methods and an embedded case study design, to investigate the sustainability of a specific school-to-community transition model for youth with disabilities. We found that sustainability of comprehensive secondary transition innovations is increased when local programs (a) have the support of at least one key administrator, (b) produce positive student outcomes that are valued by school and community stakeholders, and (c) create a clear and unique role for their services that meets identified needs within the district. Program staff and administrators can increase the likelihood of these events occurring and of local programs being sustained. Implications for developing secondary transition innovations to support greater integration and sustainability in local schools are discussed.
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