In this practice brief, we explore feedback from a group of eighth and ninth grade students, families, and educators on what has been challenging, what has been missing, and what is needed during the transition from middle to high school for students with emotional and behavioral disorders. We also discuss the process for gathering stakeholder feedback and some feasible next steps for schools and districts who are interested in utilizing such valuable input for improving their systems of support. [This report was supported by the University of Oregon's Baney Fund. For the accompanying practice brief, "Promising Practices for Improving the Middle to High School Transition for Students with Emotional and Behavioral Disorders," see ED612648.]