TK-12 learners transition many times throughout their education and often teachers are not prepared for the legal, educational, and/or ethical supports needed during these times. Seventyfive preservice teachers implemented the Culturally Responsive Student Transition Presentation (CRSTP) with students with diverse learning needs. The educators reflected on the CRSTP process including changes they made to the template, the effectiveness on using the it to support transitions, and lessons learned about students, families, and teaching. Results indicated all preservice teachers found the CRSTP useful. They became more aware of their biases and assumptions about students. Revisions to the CRSTP template include additional, ageappropriate prompts, links to resources, and recommendations for discussing sensitive topics such as ability/disability and culture. PurposeThis study examined the experiences of preservice teachers implementing the CRSTP with TK-12 students with diverse learning needs. The research questions were:• What changes would improve the CRSTP template?• To what extent do preservice teachers perceive the CRSTP as an effective tool in meeting the needs of students from diverse backgrounds throughout the TK-12 transition experiences? • What did preservice teachers learn about their learners, families, and themselves through the CRSTP process?Students with disabilities often struggle with employment, education, and independent living after leaving high school (