This article provides an overview of a set of articles in this special issue that synthesize current research and provide future directions for research, both conceptually and methodologically, on gender, socioeconomic, and language-minority differences in college transitions, as well as a review of college transitions research in the discipline of human development. It concludes with an example of policy analysis research on college transitions, focusing on 2-year to 4-year college articulation policies. These reviews provide a foundation for further research, policy making, and programmatic action to improve the college transition pathways for all youth, particularly those for whom college-going opportunities are most challenging because of demographic and economic conditions.