The transition from university to the labor market represents a critical stage in the life course of young adults, with potential implications for well-being and long-term career development. Although this transition has been widely studied in Western contexts, less is known about its dynamics in low- and middle-income countries, and even less about cross-cultural comparisons among Lusophone populations. This study compared indicators of success in the university-to-work transition and levels of life satisfaction between Portuguese and Mozambican young adults. A total of 163 (59.5%) participants from Portugal and 111 (40.5%) from Mozambique, aged between 21 and 56 years (M = 26.54; SD = 6.01), participated in the study. Data were collected through a sociodemographic questionnaire and measures of transition success and life satisfaction. Comparative analyses between countries used t-tests for independent samples and Pearson correlations to examine associations between transition variables and life satisfaction. Portuguese participants reported higher means in integration and professional satisfaction, while Mozambicans stood out in confidence in career future and work adaptation, with no significant differences in other dimensions or life satisfaction. Correlations showed positive and significant associations between all dimensions of transition success and life satisfaction in both countries. These findings highlight that, despite cultural and contextual differences, successful navigation of the university-to-work transition is consistently associated with higher life satisfaction in both Portugal and Mozambique. Importantly, these results should also be interpreted through an Equity, Diversity, and Inclusion (EDI) lens. Differences in labor market structures, access to resources, and social inequalities may create unequal opportunities for career development and well-being. Strengthening EDI-oriented policies, including inclusive career guidance, equitable training access, and targeted support for underrepresented groups, could enhance fairness and inclusion in the university-to-work transition, particularly in low- and middle-income settings.