This article seeks to improve transition services for Emergent Bilinguals (EBs) with disabilities in secondary education. The authors provide recommendations to school administrators and educators on how to design a promising "transitional context" within classrooms and schools for EBs with disabilities. This article considers "transition" issues from multiple perspectives and urges secondary school educators to broaden their programmatic and teaching practices in order to increase successful transition of their multilingual students from school to work or to post-secondary education.