Cultural and linguistic diversity (CLD) refers to interactions and comparisons between people within an environment, rather than specific characteristics of an individual (Barrera & Corso, 2003). Students who are typically included in this category are (1) African Americans; (2) Asian Americans; (3) Native Americans; (4) Hispanic Americans; (5) Pacific Islanders; (6) students who speak English as a second language; and (7) students who have immigrant or undocumented status (Trainor, Lindstrom, Simon-Burroughs, Martin, & McCray Sorrels, 2008). Recently, Lipscomb et al. (2017) found students with disabilities are 5% more likely than students without disabilities to be black (19% vs. 24%); but almost equally as likely to be Hispanic (24% vs. 25%) and to be limited English proficient (10% vs. 8%). In addition, data from the National Longitudinal Transition Studies (NLTS1 & NLTS2) indicated post-school outcomes of youth with disabilities are lower than their peers without disabilities in the areas of education, employment, independent living (Blackorby & Wagner, 1996; Newman et al., 2011). This document answers the following common questions about CLD youth: (1) Why is Supporting CLD Youth and their Families in Secondary Transition Important? (2) What Does Research Say about How to Support CLD Youth in Secondary Transition? (3) Where Do You Find Resources to Support CLD Youth and Their Families during Secondary Transition? (4) How Does This Apply to Administrators? (5) How Does This Apply to School-Level Practitioners? (6) How Does This Apply to Transition Specialists? (7) How Does This Apply to Vocational Rehabilitation Counselors? and (8) How Does This Apply to Families?