This book presents a comprehensive review of current research literature in the area of multicultural transition, as a context and foundation for a study of the transition practices for culturally and linguistically diverse students with special needs in Kansas high schools. Survey data from 93 special education caseworkers with direct experience on transition teams for multicultural adolescents in school districts representing all regions of the state were analyzed to determine whether current transition services in Kansas are aligned with best practices, based on the latest research in multicultural transition. The author presents recommendations for improving transition services for African-American, Native American Indian, and Hispanic/Latino adolescents with special needs.