Throughout the transition and vocational rehabilitation process those who are Culturally Linguistically Diverse (CLD), or identify as belonging to a racial and ethnic minority group, experience limited achievement in the following areas: high school completion, obtaining employment, quality of employment (as measured by the federal minimum wage), postsecondary education or training, and independent living. Cooperation and collaboration with the family in all phases of the vocational rehabilitation process leads to successful outcomes. Family involvement, however, may be even more critical in transition especially for CLD consumers. This article focuses on two aspects of the transition process. First, the difficulties in traversing two service delivery systems, special education and vocational rehabilitation, are discussed, including the different legal mandates for each system. Second, the far-reaching effects of the individualistic orientation of the transition process are contrasted with the interdependent and collectivistic worldview of many CLD students and their families. Finally, recommendations for education, practice, and research are presented. (PsycInfo Database Record (c) 2020 APA, all rights reserved)