The Individuals with Disabilities Education Act requires that States provide a free, appropriate public education to children with disabilities residing within that state between the ages of 3 and 21. The ages of 18 to 21 constitute a unique time for students with disabilities whose peers have left public schools for postsecondary education or employment. Despite that 18 to 21 services have been provided for many years, there is little information on such services and supports. We identified eight indicators of high quality 18-21 services, and then conducted a pilot evaluation of a multi-stage, multiple component model that focused on promoting self-determination and increasing student involvement in transition planning and implementation. Students with intellectual or developmental disabilities were involved in this model and achieved educationally relevant goals as well as enhanced perceptions of autonomy. This article overviews the model and the potential for its use to promote intensive interventions ensuring active student involvement. (Contains 2 tables and 1 figure.)