Persistence in cultivating lifelong transition support is vital to a student's success, especially for those with diverse learning needs and intersecting identities, such as those who identify as racially and ethnically minoritized (REM) and as a student with disabilities (SWD). Given the importance of secondary and post-secondary transitional support services for positive outcomes, more support may be needed to articulate the needs of diverse learners, specifically REM-SWD with a range of learning abilities and needs to faculty and staff in post-secondary institutions (PSI), including the Office of Disability Services (ODS). REM-SWD are less likely to actively participate in transition planning activities during their high school years, which can be attributed to poor or limited engagement in transition planning activities and proper decision-making skills. Despite the dearth of research on the Individuals with Disabilities Education Act (IDEA) transition supports for students in secondary educational settings, as well as disability resources and accommodations for students with disabilities in higher education, there is limited research investigating the perceptions of REM-SWD navigating the IDEA transition and the disability accommodation-seeking process in college especially within the context of HBCUs. This position paper investigates the strengths, challenges, and opportunities confronting HBCUs in cultivating lifelong transition support as they prepare students with diverse learning needs for future work.