Secondary students with mild disabilities often are unprepared to make a successful transition into adulthood. The traditional secondary curriculum for mildly disabled students focuses too much on remedial academics and not enough on the specific skills needed in social interactions, daily living, occupational choice, and employment. In addition, students seldom participate in their transition planning conferences in a meaningful way, and receive little direct instruction in skills for self-advocacy. Students with mild disabilities have high dropout rates, reflecting low motivation to remain in school, and seldom pursue postsecondary education or training. In an attempt to demonstrate the relevance of school curriculum to adult living, educators in the Kentucky Transition Project developed the course "Life Management," which focuses on behaviors needed to become a responsible family member, citizen, and employee. Particular emphasis is placed on self-advocacy and problem-solving skills development. Self-advocacy training addresses the ability to assess one's own skills, abilities, and disability-related needs; knowledge of civil rights and federal legislation on disabilities; and communication skills. The course employs teaching strategies that emphasize hands-on activities, small group discussions, and self-discovery projects. Students are instructed in a six-step management and decision-making model for establishing weekly and future goals. Implementation of this curriculum will reduce attrition of students with mild disabilities and equip them for productive lives in their communities. (SV)