This article portrays the complex nature of the transition process for two students with visual impairments (VI), both functionally blind, who successfully completed a bachelor's degree. Standardized open-ended interviews provided individual perspectives on the transition services, supports, and challenges faced by the participants with VI during their high school and postsecondary years. Key themes include access to the general education and expanded core curriculum, career and vocational awareness, support systems, self-advocacy and self-determination, independent living skills, social skills, and internship experiences. Transition discussion delineates the importance of evidence-based practices in secondary transition plans and provides recommendations for secondary VI practitioners and postsecondary institutions serving students with VI.