As children become teenagers and move into early adulthood, there are many transitions they face. For young people with disabilities, this is no different except that there are invariably additional complex challenges that must be overcome. Evidence-based research is the foundation for best transition practices, but too many studies seem abstract, distant, and far removed from their classroom or school world. This article seeks to overcome the abstract by describing evidence-based transition research and recent findings. Teachers' classroom needs are highlighted with special emphasis on how research can be useful for them on a day-to-day basis. Finally, we highlight six guidelines for helping implement best practices in transition.