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The purpose of this study was to conduct descriptive research that would reflect the current status, facilitators, and barriers of the seamless articulation process occurring in West Virginia's education system. The study provides vital information to education administrators responsible for the implementation of a seamless education system. Community & technical college administrators and secondary school administrators were surveyed to elicit their perceptions as to the importance, implementation level, facilitators, and barriers of seamless articulation. Descriptive statistics were used to conduct the statistical analysis. Evaluation of the data indicated that both administrative groups perceived seamless articulation processes as highly essential. However, the level of activity implementation was partially to not all occurring. There was rarely a significant difference shown between administrative groups in regards to seamless articulation importance, level of implementation, barriers, and facilitators. Overall, both groups' responses were highly synonymous. Barriers to seamless articulation constituting the greatest inhibiting impact were curricular and resource barriers. Facilitators of seamless articulation receiving the highest responses from both groups were resolution of governance and philosophies of cooperation and communication at all levels. The literature reveals the need for the education community to address the current disjuncture that exists between public education and higher education. Seamless articulation serves as a major catalyst in solving this problem.