Parental involvement and parent-school-community partnerships receive wide acclaim for making a positive difference in the educational and transition outcomes for youth with and without disabilities. Although the impact of parental involvement in education remains undisputed, secondary education traditionally emphasizes the emerging adult independence of adolescents as developmentally appropriate. Consequently, the role of parents in secondary education often receives diminished attention. At the same time, the majority of families, with and without children with disabilities, take for granted that there will be a lifetime relationship among family members. Some families presume this care-giving responsibility relationship extends to all members of the family. Partnerships between parents and service providers during the transition period represent a critical strategy toward achieving student transition goals. Partnerships between families and transition service providers serve two primary purposes: (a) to improve transition services and outcomes for youth with disabilities, and (b) to develop within each family the knowledge and skills that will be needed for families to continue in an appropriate support role for their adult son or daughter with a disability. In this article, the author discusses how to develop partnerships with school- and community-based providers. (Contains 1 figure.)