Transition planning is a mandated component of individualized education plans (IEPs) designed to ensure successful transition to adult life for students with disabilities. Students with social, emotional, and behavioral (SEB) needs experience poor post-school outcomes, suggesting a need for more effective transition planning. This study evaluated student and parent knowledge of employment and training goals in IEPs and the match between goals and student future planning. Ninety-three high school students and parents reported their IEP participation and knowledge of goals and responses were compared to goals in their IEPs. Results indicated that students and parents had limited knowledge of goals and a low match between the goals and student’s future plans. Transition goals were frequently broad in relation to student specific future plans, potentially indicating a lack of student input and consideration of student interests and preferences in transition planning. Recommendations are discussed to help teachers, parents, and students increase meaningful involvement in the transition planning process.