Unfortunately, it remains a common theme that when students reach the end of secondary school, they have focused most of their efforts on academic achievement but not on preparations for future employment (Hewett, Douglas, & Keil, 2014; McDonnall, 2010). Important employability skills for students with visual impairments are detailed within the career education area of the expanded core curriculum (Wolffe, 2014); however, these are apparently not prioritized until transition looms. This commentary suggests different time constructs are important when preparing for transition. "Starting early" (timing) with a student with visual impairment is essential to increase available time.