This paper is a guide to mapping community resources as a way of identifying assets and resources that can be used to aid students with disabilities as they transition from school to adulthood. Discussion of the principles of community resource mapping (relationship-driven and across programmatic and geographic boundaries) is followed by a description of the mapping process, which starts with establishing a shared vision, definitions, priorities, and desired results. Benefits of mapping are then specified, including gaining in depth information about an agency, identifying transition needs of youth with disabilities, and developing policy recommendations across agencies. Finally, examples of mapping missions are described, including a local level effort to connect community services to youth with disabilities in Lexington, Kentucky, and a state level effort to improve the career and workforce development of youth in Minnesota. A table details specific mapping activities under four broad steps: (1) pre-mapping/assessment; (2) mapping; (3) implementing your map for strategic results; and (4) evaluation/mid-course corrections. A resource guide includes contacts in Minnesota and Kentucky and relevant organizational or print resources. (DB)