Learning disability is an umbrella term providing a common language for a wide range of professionals, including teachers and counselors (Thomas & Woods, 2003). Neurologically based learning disabilities manifest themselves in different ways (Brinckerhoff, 1994). According to the Individuals with Disabilities Education Act (IDEA) of 1990, students with learning disabilities may have weaknesses in one or more areas including reading, writing, spelling, listening, speaking, thinking, and mathematics. All students are unique in terms of which of these characteristics they possess. Students with learning disabilities can benefit from developing specific knowledge and skills that may increase their chances of successfully completing postsecondary degrees. School counselors can play important roles as advocates, collaborators, and direct service providers. This article is a review of critical student knowledge and skill areas as well as school counselor roles in the implementation of postsecondary transition planning services for students with learning disabilities.