Youth with disabilities from culturally and linguistically diverse (CLD) backgrounds are at high risk for a number of negative postschool outcomes including high unemployment, low wages, and limited access to postsecondary education and training. Cultural and linguistic differences may negatively impact transition planning for these youth as they face challenges related to their CLD status as well as to their status as individuals with disabilities. State and local education agencies must make operational the tenets for transition planning outlined in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), as well as take into consideration the cultural nuances involved in planning for the transition of students from diverse backgrounds. (Contains 1 footnote.)