Self-advocacy skills are critical for success in postsecondary settings for deaf students. This article consisted of a review of education and disability literature and found that students with disabilities who employ self-advocacy skills, including knowledge of themselves, knowledge of their rights, communication skills and leadership skills, achieve greater academic and lifetime outcomes. These findings suggest that deaf students who are preparing to transition into postsecondary settings can benefit from self-advocacy skill development. Individualized education plan teams working with deaf students at the secondary level are in a unique position to promote and support their students’ self-advocacy skill development through transition planning and through their individualized education plans. This article has important implications for professionals who work with deaf students during the transition process to postsecondary settings.