This paper examines transition scenarios to adult and active life in Spain from an inclusive viewpoint. For people with learning disabilities, the transition to adult life is a particularly complex process worldwide, and this is especially true in Spain. The multitude of services and professionals involved, the diversity of views regarding what represents integration, the difficult coordination between school and post-school services, these are just some of the situations that pose obstacles in constructing paths towards transition. An overall understanding of the relationships existing between the different scenarios in which these processes take place is fundamental if the necessary actions for improvement are to be established. This article aims to analyse this situation, presenting the main discrepancies observed in and between Spanish schools and the post-school services that condition the fulfilment of objectives relating to inclusion in society and the workplace. The article concludes by proposing actions for fostering the transition to adult life from an inclusive perspective