As students who have intellectual disability reach or have reached the age of majority, concerns regarding their competence to make informed decisions are often raised, as is the issue of adult guardianship. Guardianship refers to when a judge appoints an adult to be the guardian of another adult (ward) who has been determined to be unable to care for his or her person, property and/or finances. As result, all or selected civil and legal rights of the ward are transferred to the guardian. Due to the implications of guardianship, it is essential that students and stakeholders have knowledge of the legal process and perhaps more importantly guardianship alternatives. Education, agency services, and judicial systems have different definitions, philosophies, services, and processes regarding transition, even though each system is designed, in part, to assist individuals with becoming and remaining self-reliant adults. As these systems support, educate, or work with individuals with intellectual disabilities, it is vital that the systems coordinate their efforts to ensure that individuals continue to live as autonomous adults, have the supports they need, and remain free from unnecessary guardianship imposition throughout their lifespan. In this article, the Guardianship Alternative Model (GAM) is introduced with the aim of extending transition planning such that it addresses guardianship alternatives specific to students who may be at risk of losing all or some civil and legal rights when their competence and capacity to make decisions and ability to live autonomously are questioned.