This monograph examines issues in the transition of youth with emotional and/or behavioral disorders to adulthood. It describes transition as a process by which youth with disabilities are systematically equipped with skills necessary for realizing valued postsecondary outcomes. The subject of transition is examined within the historical, philosophical, and legal contexts that form the background for model development and best practices. The first chapter examines historical and legal contexts, noting early models of transition planning and services, more recent models, and the decade of transition-related legislation. The transition planning process is the topic of the second chapter and considers developing a vision for the future and the Individualized Education Program focused on transition (Individualized Transition Plan). The third chapter examines institutional barriers to successful transition, including arbitrary institutional boundaries, weak transition plans, discontinuity of care, and inappropriate supports. Comprehensive transition programs are discussed next, including the transition to independence and the Young Adult Transition Program. The fifth chapter covers a model employment program for youth with emotional and behavioral disorders. The final chapter is a summary chapter that identifies essential elements of successful transitions and examines the influence of the Individuals with Disabilities Education Act. (Contains 52 references.) (DB)