PurposeDespite federal legislation requiring youth engagement in their transition planning, students with disabilities continue to be passive partners in this transition process, under informed about the process and future possibilities, and with goals misaligned with their hopes. Students with specific disabilities and those who are English learners, Black, Indigenous, and from communities of color are even more impacted by the lack of active opportunities to provide direction on their futures.MethodThe authors conducted a scoping literature review of youth engagement in the transition process for students served under Individuals with Disabilities Education Act.ResultsA shift towards active engagement for students in the transition process is critical. Inequitable experiences in that process exist for students based on individual and environmental characteristics. Active engagement will require direct, deliberate instruction and amelioration of structural barriers.ConclusionsAs a bridge between school years and adult environments, vocational rehabilitation counselors have an important role in supporting the engagement of students in transition planning as they learn and practice self-determination and self-advocacy skills to lead planning towards their future.