Student involvement is integral to transition planning for students with learning disabilities (LD). However, only a small body of research has examined the perspectives of high school students with LD related to this process. We conducted a systematic literature review and subsequent metasynthesis of 14 studies that met criteria and quality indicators for qualitative research in special education. Using a collaborative coding process, we identified five themes: (1) differences in support from professionals, family, and peers for transition, (2) perspectives on transition planning vision, meetings, and documents (3) evaluation of transition activities related to academics and graduation, career, and college, (4) self-determination examples, barriers, and facilitators, and (5) awareness of influence that gender, race, and/or culture have on transition. We discuss implications for practice and future research.