The mission of the Office of Special Education and Rehabilitative Services (OSERS) is to provide leadership to achieve full integration and participation in society of people with disabilities by ensuring equal opportunities in, access to, and excellence in education, employment and community living. In implementing this mission, OSERS administers programs that help educate children and youth with disabilities, provides for the rehabilitation of youth and adults with disabilities, and supports research to improve the lives of individuals with disabilities. For decades, the transition of youth with disabilities from school to adult life has received high priority from OSERS Office of the Assistant Secretary (OAS) and the three program components within OSERS: the Office of Special Education Programs (OSEP), the Rehabilitation Services Administration (RSA) and the National Institute on Disability and Rehabilitation Research (NIDRR). These offices award discretionary and formula grants to states, and execute regulatory and policy guidance in an effort to have a successful impact on education and employment outcomes for youth with disabilities. To build upon this priority and the history of accomplishments among the program components, the OSERS Transition Steering Committee (Steering Committee) was established. OAS and all three program components of OSERS are represented on the Steering Committee. The purpose of the Steering Committee is to facilitate the collaborative efforts of OSERS to improve outcomes for youth with disabilities in their transition from secondary school to adulthood. This 2013 publication describes past, present and upcoming OSERS transition activities, such as projects supporting youth with disabilities served by state agencies, written products offering technical assistance (TA) and OSERS-sponsored conferences facilitating the exchange of information among transition partners. It is intended to be used as a reference tool to broaden awareness of OSERS transition activities. Links offering more detailed information are provided whenever possible. A list of resources is included. [For the 2009 report, see ED515889.]