The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) states that transition planning should begin at the earliest age appropriate and no later than age 16. IDEA requires schools to make collaborative efforts to provide students access to an array of postschool activities including integrated employment, postsecondary education and training, community participation, and independent living. IDEA defines transition services but does not give examples of these services. The current state of research in transition practices has resulted in several efforts examining transition activities, services, and practices implemented throughout the United States. One such effort is the What Works Transition Research Synthesis Project of Colorado State University. The goal of this project is to review and synthesize 20 years of research and advancements in the area of transition for youth with disabilities. To date, the project has published several papers synthesizing transition research studies on functional life skills curricular interventions, social and communication interventions, transition planning/coordinating interventions, and self-determination. The study found a relationship between functional life skills, social/communication interventions, transition planning/coordinating interventions, and transition-related outcomes. It was also found that multi-component self-determination interventions provided more positive effects than single component interventions. The National Secondary Transition Technical Assistance Center (NSTTAC) has also been working to identify evidence-based transition practices. Researchers from NSTTAC first focused on analyzing research specific to experimental studies (both group and single-subject designs). During the second phase of the research, NSTTAC expanded its review to include correlational research studies. Using the results from both stages of the study, NSTTAC systematically evaluated the effectiveness of transition practices and identified 16 predictors associated with improved postschool outcomes, including career awareness, community experiences, inclusion in general education, interagency collaboration, and parental involvement. From these recent efforts to identify and document transition practices, the Division on Career Development & Transition (DCDT) launched an effort to identify field-based transition practices that align with the evidence of effective practices. The primary purpose of the DCDT effort was to identify grassroots transition practices currently in use by practitioners. The goal was to collect, document, and share transition practices that aligned with the evidence as well as to provide ideas and suggestions to others in the field. Tips were solicited through an online survey that was sent to various stakeholders including practitioners, parents, and other professionals who work with students with disabilities. The solicitation for tips included eight specific domains that aligned with Kohler's (1996) broader taxonomy. This article briefly illustrates the types of tips submitted in each category. The tips included were selected because they can be easily implemented by practitioners and they serve to complement current transition-related services and activities. (Contains 5 figures and 1 table.)