Transition planning is a team process to develop a comprehensive program for students with disabilities as they prepare to transition from high school to post-secondary activities. According to research, disproportional rates of African American students are served in programs for the mentally retarded (intellectual disabilities). This study explored eight African American high school students (14-18 year olds), identified as Mild Intellectually Disabled (MID), participation in the group transition planning process. A phenomenological research design (qualitative) was selected for this study as it was consistent in exploring the meaning of the experience of a group of people (Gall, M.D., Gall, J.P., & Borg, W.R., Educational Research, 2003). The premise of data analysis was based on each participant’s interview. Results from the interviews provided verbatim transcriptions that were texturally coded and analyzed to determine, if any, educational factors that may contribute to the participants’ perceptions of empowerment and ways in which they affected selection of post-secondary activities. A number of factors such as a desire to have a significant voice in the Individual Education Plan (IEP) process; direct correlation between student behavior and special education label; length of time in special education; personal empowerment affected by adult interactions; aspiration to obtain post-secondary education/training; and absence of parental/guardian support at IEP meetings emerged as dominate themes. The researcher recommended further study that explores empowerment to include varying disabilities and ethnic groups. Additionally, research that explores the professional development needs of stakeholders to maximize exemplary transition planning designs will support the promotion of positive adult life outcomes for students with disabilities.