One of the challenges to the transition to postsecondary education for students with learning disabilities is the ever-increasing gap between the assessment information that is collected at the secondary level and the demands for documentation prevalent at the postsecondary level. This article discusses the: (a) differences between secondary and postsecondary educational settings in terms of legal protections and demands placed on students, (b) information required by postsecondary institutions, (c) assessment information that is collected in secondary special education programs, (d) assessment techniques that are available for gathering information, and (e) recommendations for using existing assessment techniques to provide the information needed by postsecondary institutions.