The purpose of this study is to find out the factors needed for studentsfocused plan, contextual learning, family involvement, interagency collaboration in community for the handicapped students' transition from schools to the society through investigation of the literature and then to search for the specific practical strategies for the efficient transition. The results of this study are as follows. First, development of student-focused plan should focus on development of life skills, assessment and intervention, and development of support strate- gies. Transition education is not the concept which attaches great importance only to employment but the concept that includes the acquisition of functional life skills, the adjustment to the environment, needed modification, planning of the support, and preparation of the related services. To per form this process, Individual Transition Plan should be attached to Individual Educational Program for the students from the age of 14 in the united States. Second, instruction for employment and contextual learning should be taught through instruction of skills for employment, community based instruction and constructed work experience. Instruction of skills for employment demands job specific skills and general occupational skills, appropriate behavior and skills for work. Community based skills demands various skills related to occupational duty in integrated environment. Constructed work experience demands direct work experience provided by both school based activity and work based activity. Therefore schools should provide instruction for employment through the liking of schools and companies in the integrated community setting. Third, family involvement needs family empowerment and family education to make and deliver the transition plan. Accordingly, family should join the assessment of the student, program evaluation, the process of educaitonal program delivery to facilitate self-determination, be trained for self-advocacy, support and legislation related issues and also trained to get support and cooperation from the agencies. Fourth, interagency collaboration focus on communication through discussion and participation in the development of curriculum and educational program. Therefore transition education demands the building of cooperative body of related agencies for policy formulation, policy implementation and service delivery. The body might be consisted of central government level transition team, municipal and provincial level transition team which is in charge of implementation of the policy, community and school level transition team which should provide services and individual level transition team. It can be concluded that transition education for the student with disabilities integration from schools to the society demands various com- ponents such as functional life skill based ITP development, employment instruction through the liking of school based activity and work based activity, contextual learning, active family involvement, and the building of the interagency collaboration body which is responsible for plan and implementation of policy and delivery of services.