Many of the problems encountered by learning disabled high school students in the transition from secondary to postsecondary education settings can be minimized if planning for transition occurs at high school entry. Transition planning for the college bound learning disabled student needs to include the design of a relevant high school curriculum based on the requisite entry level skills that have been identified as important for success in college settings. At the same time, curriculum referenced assessment procedures that focus on these skills need to be developed and implemented in order to link assessment results with instructional planning. Student progress with the curriculum or individualized education program (IEP) designed from the assessments must also be monitored and further adapted to the student's individual needs, if necessary. The curriculum or IEP must also be evaluated to determine followup needs for the student's successful transition to college. (Author/CB)