Students with significant cognitive disabilities typically experience poor post-school outcomes as adults. Federal legislation and recent research reflect the importance of teaching self-determination skills as a strategy to improve post-school outcomes. However, the National Longitudinal Transition Study-2 (NLTS-2) reported that individuals with mental retardation, autism, and multiple disabilities often lack self-determination skills. The current study investigated the use of Multimedia Social Stories on knowledge of adult outcomes and opportunities among transition-aged youth with significant cognitive disabilities using a multiple probe across participants design. All students acquired information taught and generalized skills to an informal transition planning meeting and a preference assessment activity. Limitations, as well as recommendations for research and practice, are provided. (Contains 3 tables and 1 figure.)