Transition planning needs to incorporated right from the beginning of the training process. What skills and supports are required for learners to reach their goals? For example, if a learner's goal is to gain the necessary skills to enter a credit-based program, then part of the transition planning could be to identify and develop strategies to work in a classroom setting and develop organizational skills to handle homework assignments. If a learner wants to improve his/her basic skills to seek employment in a department store then he/she may be encouraged to interview an existing employee to find out what specific skills are required and other realities of the job. Together the practitioner and learner need to individualize the strategies based on the task demands of the specific work environment. For each job description, a list of skills and modifications that will assist with the transition needs to be identified and monitored throughout the learning process.

Building self-awareness is critical in helping learners to determine the direction that transition planning will take. In order to learn these skills, self-determination skills should be identified and built into their training plan. Through the training process, adults should be given opportunities to practice their self-determination skills, increase their self-reliance and reduce dependence on practitioners and learning environments.