Over the past 20 years, major transformations have occurred in educational, social, political, and economic areas that continue to have an impact on the education and development of youth with disabilities and the institutions that support them. Approximately half of all students with disabilities in 2003-04 spent 80% or more of their day in a general education classroom with their nondisabled peers (National Center for Education Statistics, 2004), and antidiscrimination laws have improved access to postsecondary education and employment in a variety of occupations. The national investment is increasing to assist all individuals to access education and employment-preparation programs and foster social and economic independence. Successful transition from secondary education is becoming recognized as a chief indicator of the effectiveness of our educational system for preparing youth and young adults for employment, postsecondary education, military service, and adult independence. Recently, leaders in education and job training have demanded a systematic redesign of secondary education and transition service delivery for all youth, particularly those with disabilities. Reformers are promoting comprehensive and flexible youth-development programs that integrate academic development, social-psychological development, career development, and preparation for work and broader life roles. Reformers argue that for students with the postschool goal of employment, the curriculum should blend both school-based and community-based approaches, particularly during the transition years, grades 9-12, and, if needed, through age 21. The transition component of the Individualized Education Program (IEP) should emphasize the supports that students need to live independently, establish social lives, become lifelong learners, and sustain employment. Since 1990, transition provisions in the Individuals with Disabilities Education Act (IDEA) have supported a flexible, integrated, and coordinated planning approach for youth preparing for adult roles. This article summarizes the major changes related to transition from IDEA 1997 to IDEA 2004, particularly as they related to standards-based reform. (Contains 4 tables and 2 figures.)