A student's Individualized Education Plan (IEP) is a requirement of Public Law 94-142, the Education for All Children with Disabilities Act (EAHCA). When it comes to special education, there is no other document more important to districts, agencies, administrators, teachers, parents, and students (Smith, 1990). The IEP creates the foundation that supports individualized instruction based on the needs of students with disabilities. Smith (1990) further states that the intent of EAHCA is to provide evidence of compliance, teachers with plans, parents and students with voice, and students with appropriate education. In 1997, the EAHCA was amended to what is now known as Individuals with Disabilities. Education Act (IDEA). As part of this amendment, students aged 14 and over were now required to be invited to their meetings; their interests were to help define decisions; general education teachers were required to attend IEP meetings; and students' goals after high school were to guide their transition services and programs of study (Martin, Marshall, & Sale, 2004). IDEA was reauthorized in 2004 and further strengthened the student's role in the IEP process through transition planning. This was accomplished by (a) requiring transition goals that reflect students’ strengths and interests; (b) postsecondary goals that address the three mandated areas, including: education, community experience, employment, and other post-school life goals; and (c) transition services needed to help students achieve these goals (Bateman, n.d.). It is because of these mandates that the importance of IEPs and transition planning cannot be overlooked. Historically, the implementation of student engagement has been slow and recent student studies...... middle of article...... n active role in preparing for postsecondary life. Despite these numbers, nationally, people with disabilities have significantly increased enrollment in postsecondary institutions, with an increase of more than 20% between 2003 and 2009 (National Council on Disability, 2011). Although much research is available on IEP procedures, their impact on outcomes, and related services (Smith, 1990), it is difficult to obtain information on perceptions of the IEP. Little is known about participants' feelings, perceptions, and expectations of the IEP process. Thus, this study examined the effectiveness of a positive intervention in including students in the IEP process by comparing the results of a pre-IEP intervention survey to the results of the post-intervention survey. Specifically, the researchers wanted to determine whether the intervention increased the functional value of the IEP process..