Parents from culturally diverse backgrounds need to feel that they play a vital role in the future success of their sons or daughters with disabilities. Differences in culture and ethnicity can affect families' involvement in transition planning and the goals that they emphasize for their children. Families of diverse backgrounds were surveyed and shown to be concerned with their sons' and daughters' transitions into the community (Pruchno & Patrick, 1999). Differences in culture can influence the transition goals that families emphasize the most. Professionals can use the following steps to involve culturally and linguistically diverse (CLD) families and students in successful transition planning: (1) Enrich families' Lives; (2) Demonstrate cultural competence; (3) Support family values; and (4 ) Promote a family-centered approach. Students with disabilities are often faced with leaving the classroom and entering the adult world unprepared (Frank & Sitlington, 2000; Wehman, 2006). In compliance with the Individuals with Disabilities Education Act (IDEA), professionals must teach students the essential skills necessary for a successful transition into adulthood. Transition planning plays a fundamental role in the future successes of CLD families and students. it is incumbent on professionals to provide CLD families with the appropriate supports to facilitate students' successful transitions in to post-secondary life. Incorporation of these steps and strategies by professionals and families collectively increase the likelihood of gratifying transition planning experiences for CLD students with disabilities. (Contains 2 tables and 1 figure.)