Transitioning between activities can pose difficulties when working with students with autism. Individuals with autism may resist transitions by exhibiting a host of problem behaviors such as aggression and tantrums. Although scant, there is available research that provides sound recommendations for assessing and intervening for problem behaviors occurring during transition times. The present article presents a summary of the current transition literature, with a special emphasis on interventions for students with autism. Recommendations for the functional assessment and treatment evaluation of transitional difficulties are presented as well.