This article describes the initial findings for students with learning disabilities from the first year of The Ohio Longitudinal Transition Study (OLTS). The study included 416 participants with learning disabilities who were exiting high school. Data from an in-school survey were analyzed by sample demographics (e.g. school setting, school type, gender, and ethnicity) and by various postschool goals (e.g. employment, postsecondary education). Findings indicated that the students' courses of study were tied to their postschool goals. Ratings provided by students indicated that students with learning disabilities were discerning consumers of transition planning and services. Recommendations are made for further investigation of the match between students' expected and actual postschool outcomes, and suggestions are given for more effectively providing services to students with learning disabilities. (Contains 6 tables.)