According to the National Longitudinal Transition Studies (NLTS-1 & NLTS-2) youth with disabilities lag behind their peers without disabilities in terms of indicators of a quality adult life. This is especially true for youth with disabilities who are culturally and linguistically diverse. Students who typically fall into this category include: African Americans, Hispanic Americans, Native Americans, Asian Americans and Pacific Islanders, students who speak English as a second language, and students who have undocumented or immigrant status. The purpose of this annotated bibliography is to provide practitioners with relevant research and resources regarding issues and strategies in transition planning with CLD students. The references are organized in the categories of "Issues in Transition Planning for CLD Youth" and "Strategies for Transition Planning for CLD Youth." [This bibliography was originally prepared for the National Secondary Transition Technical Assistance Center (NSTTAC) in 2012 by Shaqwana Freeman-Green. It was updated for the National Technical Assistance Center on Transition (NTACT) in 2016 by Dawn Rowe and Debra G. Holzberg.]