BACKGROUND: Beginning in spring 2012, Wisconsin's Let's Get to Work (LGTW) project spent four years working with pilot school sites and state agency personnel to implement practice and policy changes designed to elevate expectations along with employment outcomes for youth with intellectual and developmental disabilities (I/DD). This need was underscored by data demonstrating inconsistent transition practices across the state in conjunction with policy obstacles hindering employment for individuals with I/DD. Analysis of Wisconsin's 2010 post-school outcomes survey of high school students who exited in the 2008-09 school year indicated that only 14% with I/DD were employed at integrated competitive jobs. Similarly, individuals with I/DD enrolled in the adult long-term care system achieved community-based employment rates of less than 15%. To foster improved employment outcomes, LGTW employed a multi-level approach including: 1) direct work with high school pilot sites to increase utilization of evidence-based transition practices and identify policy needs; 2) coaching for school staff to implement effective transition strategies, develop resources, and generate policy ideas; 3) quarterly consortium meetings comprised of key state-level stakeholders; and, 4) policy work to formalize and take action on school and consortium recommendations. OBJECTIVE: This article discusses the characteristics and impact of Wisconsin's Let's Get to Work (LGTW) project. CONCLUSION: Over the course of the project, 73% of students who received interventions through school coaching had one or more paid work experience, a strong predictor of employment in adulthood. Numerous local and statewide policy changes were made, including expanded application of project strategies and resources. Analysis of the 2016 post-school outcomes survey data placed the rate of competitive integrated employment for 2014-15 high school exiters with I/DD at 24% in Wisconsin, up 10 percentage points statewide over the six-year period between 2010 and 2016.