Students with disabilities experience higher unemployment, attend postsecondary environments less often, and engage less in their communities after graduating from high school compared to their peers without disabilities (Newman, Wagner, Knokey, Marder, Nagle, Shaver, & Schwarting, 2011). In middle school, young adolescents with disabilities are 50% more likely than their counterparts without disabilities to drop out of school (President's Commission on Excellence in Special Education, 2002). Researchers and policymakers at the federal level have been trying to address these disparities. At the federal level, the Individuals with Disabilities Education Act Amendments (IDEA) of 2004 mandated a transition component be included in the Individual Education Program (IEP) for students with disabilities at no later than age 16. Each transition component must be based on students' transition strengths, needs, interests, and preferences. This legislation also requires students with disabilities to participate, at an appropriate individual level, in the IEP planning process. This requirement encourages educators to beginning preparing students with disabilities at an early age. The purpose of this Annotated Bibliography is to identify and summarize: (1) what interventions have been used based on experimental studies about preparing students in middle school (ages 11-13) for transition to post-school environments and activities; (2) what else educators are doing now based on descriptive and correlational studies; and (3) what might educators do based on discussion articles.