The study evaluated the IEPs/Individualized Transition Plans of 45 students who were in special education and foster care, and compared them to the plans of 45 students who were in special education only. Results indicate that the transition plans of foster youth with disabilities were poor in quality, both in absolute terms and in comparison to youth who are in special education only. The review of transition plans suggests that foster youth may often go through the transition plan process with no parent advocate or educational surrogate, that professionals have limited expectations for foster youth, and that the transition plan document often does not support accountability or serve as a road map for moving into adulthood. The importance of student-directed, meaningful transition planning, services and supports for youth in foster care with disabilities is emphasized. In addition, the need for collaborative efforts between the child welfare system and special education is discussed. (Contains 1 table.)