Since 1990, transition planning has been a requirement under the Individuals with Disabilities Education Act (IDEA). Students receiving services under IDEA must have an individualized education program (IEP) with goals aligned to grade-level content standards. In addition, the IEP must ensure the student has the supports necessary, including specially designed instruction, to access the general curriculum (http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidance-on-fape-11-17-2015.pdf). In considering the importance of access to the general curriculum and the necessity of teaching transition skills, it is imperative academic and secondary transition skills are taught concurrently. This annotated bibliography focuses on strategies such as self-determination, writing strategies, and self-regulation for combining transition skill and academic skill instruction.