This issue of the quarterly publication focuses on Achieving Secondary Education and Transition Results for Students with Disabilities. Editorial introduction notes that today's educational systems are being called upon to re-examine how they prepare students with disabilities for adult life. The shift toward greater participation by students with disabilities in the general education curriculum is requiring exploration of new strategies for attending to the needs of diverse learners in the same classroom. Standards-based education is pushing schools to figure out how to meaningfully include students with disabilities in assessment and accountability systems. The need for early involvement by and continuity between school-based services and community services for individuals with disabilities is moving districts and schools to engage in integrated service planning and to link systems that may not have collaborated in the past. Increased involvement of families and students in individual planning, as well as in shaping educational policy and practice, continues to shift the locus of decision-making about education Articles include: (1) Assumptions in Transition Planning: Are They Culturally Sensitive? (David W. Leake, Rhonda S. Black, and Kelly Roberts); (2) Challenges of Secondary Education and Transition Services for Youth with Disabilities (David R. Johnson) (3) Universal Design in Education (Christine D. Bremer); (4) Improving Graduation Results: Strategies for Addressing Today's Needs (Camilla A. Lehr); (5) Improving Postsecondary Education Access and Results for Youth with Disabilities (Megan A. Conway); (7) Students with Disabilities Attending Alternative Schools: What Do We Know? (Camilla A. Lehr); (8) Providing Seamless Connections Between High School and Adult Services in Seattle (Shepherd Siegel); (9) A Comprehensive Approach to Promoting School Completion in Minneapolis (Colleen Kaibel); (10) Skills for Success: A Three-Tiered Approach to Positive Behavior Supports (Jeffrey Sprague and Vicki Nishioka); (11) Disabilities, Opportunities, Internetworking, and Technology: Seattle's DO-IT Program (Weol Soon Kim-Rupnow and Sheryl Burgstahler); (12) Alternative Education Accountability: Kentucky's Approach (Leon Swarts); (13) Supporting Students with Disabilities at California's El Camino Community College (Teresa Whelley and Lucinda Aborn); (14) Providing Intensive Educational Supports at Virginia Commonwealth University (Shannon McManus, Elizabeth Evans Getzel, and Lori W. Briel); and (15) Supporting Youth Development: UCSB's Center for School-Based Youth Development (Gale M. Morrison, Merith Cosden, Shane Jimerson, and Michael J. Furlong.)