For many students, placement in an alternative education setting is temporary, and once they make progress, they will be expected to return to their home school setting. An effective transition between settings is essential in order to ensure the student meets the behavioral expectations in the home school and to prevent poor outcomes such as academic failure and major disciplinary infractions. The purpose of this case study was to demonstrate realistic transition planning and processes in an authentic setting. By following a recommended five-part process, one classroom teacher in an alternative education setting implemented individualized transition planning for four elementary school students who were expected to return to their home schools by the end of the school year. Results of the case study reflect that each student experienced a unique process and different outcomes. Individualized planning supports each student's needs and maximizes the likelihood of success for students who meet transition criteria. The transition planning procedures, as well as recommendations for research and practice are discussed.