Many students with intellectual disabilities want to graduate with their peers and move on to the next phase of their lives. By the time students have reached age 18, most have exhausted the coursework the school system has to offer, and they have yet to master the skills necessary for employment and independent living. Community-based transition programs (CBTPs) aim to meet the needs of the growing number of postgraduates who are entitled to special education services until age 22. The critical elements of a CBTP include student-centered planning, functional community-referenced skill development, connections with adult service providers, participation in employment before graduation, school-business partnerships, training in self-determination and advocacy, and training or college opportunities. According to The Partnership for 21st Century Skills report "Are They Really Ready to Work?" (Casner-Lotto & Barrington, 2006), employers stated that although basic reading comprehension, math, and writing skills continue to be important, professionalism and work ethic, oral and written communication, teamwork and collaboration, and critical thinking/problem solving were even more important in today's workplace. Armed with this information, the United States embarked on a mission to develop a successful CBTP. Steps involved in the development of this program, which is currently in its third year of implementation and continues to evolve, are described. (Contains 3 tables.)