Transition planning is complicated and involved. There are so many dimensions of adulthood to consider! That’s why, for students with disabilities, planning ahead is critical. The more significant the disability is, the more imperative it is to prepare, plan, specify, investigate, coordinate, and support. This issue of NASET’s IEP Component Series will address transition goals in the IEP. It will help you when it comes time to help students plan for transition to life after high school and especially to write an IEP that will: capture the student’s postsecondary goals in concrete, measurable terms; write corresponding IEP goals to support and prepare the student to achieve the postsecondary goals after leaving high school; and reflect the IEP team’s decisions about the transition services the student needs (including what the student will study while still in high school) in order to achieve the postsecondary goals.