Although students with autism spectrum disorders (ASD) are least likely to attend and participate in transition planning meetings, little is known about factors related to their involvement. Using a national data set, we conducted regressions to identify predictors of the involvement of 320 youth with ASD. Attendance positively related to higher expressive language skills, greater time spent in general education, and more frequent discussions about postschool plans at home. Attendance negatively related to greater parent involvement at school. Active participation was shown by students who had higher self-advocacy skills, spent more time in general education, and more often discussed postschool plans at home. Active participants were also more likely to be younger and Caucasian. Implications for research and practice are discussed.