Although transition services and plans for youth with disabilities are mandated by age 16 by the Individuals with Disabilities Education Act, a need clearly exists to provide transition services before age 16. The literature documents the need for transition programs that develop problem-solving skills, career awareness, an interest in future planning, knowledge of how to access community resources, and family involvement. A transition planning program at a middle school in a rural community incorporates these elements. An initial survey of 101 employers, special education teachers, transition specialists, educational administrators, and adult service providers from rural Louisiana indicated a need for extensive parental involvement in transition planning. During the first year of the program, the teacher sent letters to parents to encourage participation. The teacher implemented a Transition Planning Unit designed to develop problem-solving skills, career awareness, an interest in future planning, and knowledge of community resources. Parent involvement was actively encouraged throughout the program. Activities during the first and second year included a speakers bureau on various careers, student projects on a particular career, a role-play of job interviews, a rating by students and parents of each student's work-related characteristics, community-based field trips, and a career awareness week. Student and parent outcomes are listed. (KS)