The purpose of this qualitative study was to better inform researchers and practitioners on best practices to ensure that their transition planning practices are person-centered and culturally responsive. Using a phenomenological approach, purposeful sampling was used to conduct semistructured interviews regarding the shared educational lived experiences of two alternatively placed Black high school males with high-incidence disabilities with respect to their transition planning. Participants perceived their transition planning to be student-centered, and expected favorable employment outcomes. Additionally, the participants' choice to be alternatively placed played a role in their perception of transition outcomes. School personnel also played a pivotal role in shaping the student-centered transition planning experiences for the two included participants. Findings suggest key implications for continued research and practice for those involved with transition planning of youth with high-incidence disabilities. [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.]