For typically developing adolescents, Piaget (1932/1965), Kohlberg (1971), Vygotsky (1935/2011), and Erikson (1964) described key transitions as having happened naturally as the child aged. In adolescents with visual impairments, key transitions are often reached much later than are developmentally appropriate due to the lack of specific instruction (Bishop, 1996). A key transition is a change an individual goes through to reach the next developmental stage, such as crawling to walking or from high school to college or a career. Although their sighted counterparts transition without instruction, the children who are visually impaired need to be taught key transitions (Bishop, 1996; Holbrook & Koenig, 2000). This study examines what teaching strategies used by teachers of the visually impaired (TVIs) were most successful during postsecondary transition planning for visually impaired students, and it employs narrative inquiry to explore which strategies have been most beneficial when used during transition for visually impaired students. Ten themes emerged during the study: (a) job training and employment, (b) technology, (c) the Expanded Core Curriculum (ECC), (d) support, (e) early planning, (f) resources, (g) social skills, (h) camps, (i) college courses, and (j) self-advocacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]