Greater numbers of deaf and hard of hearing (DHH) students are going to college than in the past (Garberoglio et al., 2019; Wagner et al., 2014) and many are underprepared. More than half of college-age DHH students need support for academic skills (Garberoglio et al., 2019) and enroll in remedial coursework. Importantly, self-efficacy and emotional-regulation significantly influence academic outcomes as well as overall psychological health. Although DHH college-age students often require support in these areas, many will not receive the necessary interventions to improve these outcomes. Colleges cite time constraints as a barrier (Huffman-Kelley, Perin, & Liu, 2015) as well as potentially negative impacts such as delayed time to graduation or poor college rankings (Davis & Palmer, 2010). Recent data on DHH college students’ academic and social-emotional characteristics, however, further demonstrate the need for on-going support at the postsecondary level. This presentation will present sample data on reading comprehension, mathematics, and American Sign Language comprehension of first-year DHH students. The presenters will explain how these data were used to design and implement skills-based transition programs at NTID. Outcome data on DHH students participating in these support programs will be presented as well as the implications for future transition programs. Opportunities for collaborating more closely with vocational rehabilitation services to expand these initiatives will be discussed.