Students with emotional and behavioral disabilities (EBD) continue to have poor transition outcomes despite the continued advancement of evidence-based transition planning practices. Strategies tailored to the specific needs of students with EBD must be researched and disseminated to practitioners. A social capital approach to transition planning for students with EBD is one way to target this population. Social capital, or the power of relationships and networks to provide resources and support, has been linked to improved academic, employment, and independent living outcomes. This article (a) defines social capital as it relates to relationships, networks, and social skills, (b) presents steps for a social capital approach to transition, and (c) discusses a graphic organizer to assist students and transition teams to track social capital over time.