This study investigated whether Latina youth in special education and parents of Latinas in special education differ from their Anglo counterparts regarding transition expectations and experiences, and experiences of self-determination. Surveys were completed by 211 transition-aged Anglo and Latina females, and parents of Anglo girls and Latinas in two school districts. Participants generally agreed on transition goal importance; however, caring for family members and spirituality were more valued by Latina girls. Parents of Latinas placed greater emphasis on their daughters working and attending college, in comparison to parents of Anglo youth. Implications considered include the need to further explore stereotypes regarding the transition goals of Latina youth and families, and to provide culturally-tailored transition supports.