"Cultural competence" is more than a buzzword; it is a best practice for transition educators who work with culturally and linguistically diverse (CLD) students in special education. Developing cultural competence is easier said than done, and many educators don't know where to start. Knowing the history and definitions of cultural competence, understanding what it is and what it is not, and being able to identify examples of cultural competence in common interactions with students and families can help educators develop cultural competence and improve the services for CLD students in special education. Preparing students to obtain and maintain employment, or enroll in further education opportunities beyond high school, requires special educators and transition specialists to be mindful of how their culture influences options and opportunities they offer to students with disabilities and their families. In transition, educators and practitioners are working with students and families to plan for the students' future lives. In order to increase the likelihood of success, these plans must be culturally appropriate and meaningful. This article contains a list of recommendations from the fields of cultural competence, special education, transition, and multicultural teacher education. These recommendations are intended to help special education and transition educators develop cultural competence and provide culturally responsive and appropriate practices when working with their CLD students with disabilities.