Students with intellectual and developmental disabilities (IDD) are incredibly vulnerable to poor post-school outcomes. Two mandates, the Higher Education Opportunity Act and Workforce Innovation and Opportunity Act, have emerged that may provide avenues to counter the discrepancy between the desire for career and college paths and actualization of employment and enrollment. The authors explore these legislative acts, their impact on transition services for students with IDD, and how school personnel can collaborate to create family, school, and community partnerships. Based on these acts, a practice framework, and the unique transition needs of students with IDD, practice recommendations are provided. Specific strategies for promoting application of these laws in the school setting are offered. Special attention is given to the partnership between special educators and school psychologists to help them navigate the legal implications for students with IDD and their families.