Students with emotional and behavioral disabilities (EBD) have had difficulties in achieving educational, vocational, and community outcomes that would lead to personal success and satisfaction. Some of these outcomes relate to how special education transition programs integrate effective approaches to support success with these students. In this article, five primary suggestions, (1) self-determination, (2) appropriate assessment, (3) personal future's planning, (4) individualized education programs carefully linked with transition plans, and (5) naturally supported, successful academic, vocational, and community placements, are described to improve the transition planning of youth with EBD. (Contains 4 tables, 1 figure and 1 note.)