Transition planning to assist students with severe disabilities to move from school to a positive adult future is of great concern for the young people and their families and friends. For more than a decade, the Office of Special Education Programs (OSEP) within the U.S. Department of Education has researched quality of life issues in transition planning. Two lines of that research, teaching self-determination skills and fostering the development of social networks, have produced valuable information about best practices in transition planning (Warger, 2003). The Warger article noted Ann Turnbull's focus on fostering the development of social networks that emphasized the importance of having places to go where everybody knows your name. Research by Wehmeyer (1998) indicated that individuals with severe disabilities could master self-determination skills and that the most frequently identified barrier to their acquiring those skills was the belief of teachers that the students could not benefit from such instruction. This article describes an Alabama program for young people who are deafblind that incorporates those two approaches to transition planning.