Transitioning African American students with learning disabilities from high school to post secondary education requires that school counselors be flexible in their roles and functions. This is critical as school counselors work within personal and sociohistorical prisms that impact counseling programs and services for this population. In this article, the authors emphasize points of awareness to which school counselors must attend in their work with African American students with learning disabilities. Ethnically appropriate counseling interventions are also discussed.