High school student involvement in the individualized education program (IEP) process is not only considered best practice, but is also a federal requirement under the transition initiatives included in the Individuals with Disabilities Education Improvement Act. Student involvement in the IEP process results in increased confidence, self-determination, self-awareness, and ownership of their goals and progress. However, high school students with significant disabilities are less likely to be involved in the IEP process, which plays a role in poor post-school outcomes. Fortunately, educators can individualize tools to more effectively involve students with significant disabilities in the process. This manuscript describes strategies to support the involvement of high school students with significant disabilities throughout the IEP process.