Research confirms that students with disabilities (e.g., emotional and behavioral disabilities, learning disabilities, and developmental delays) are overrepresented in correctional facilities across the United States. The literature suggests several reasons for the overrepresentation of students with disabilities in the correctional system: (a) the large numbers of incarcerated children and youth who are products of the foster care system, (b) failure of students to attend school on a regular basis, and (c) students who have not been identified by the public school system as having a disability. The poor educational outcomes for students with disabilities are alarming. Of all students who are suspended, it is estimated that 20% of them have a disability. Additionally, research has shown that students with disabilities are twice as likely to drop out of school as opposed to their nondisabled peers. Based on these data, it is evident that effective transition planning is important to the future outcomes of students with disabilities. This review of the literature provides background information on the roles and responsibilities of both correctional facilities and public schools in the transition process, as well as delineates the challenges encountered along with recommended solutions. (Contains 1 table and 4 figures.)