Transitioning from high school to the real world is a difficult issue for students with disabilities. Special education students may get lost not knowing what their future holds. Special education teachers are most times challenged in the process of linking transition plans to academic Individual education plan(IEP) goals. The problem addressed by this qualitative, descriptive case study was special education teachers often experience challenges with incorporating postsecondary transition goals into the IEPs of secondary special education students. The purpose of this qualitative descriptive case study was to explore how special education teachers' perceptions relate to linking IEP academic goals with postsecondary transition goals for high school special education students' achievement in southeastern Georgia. Data were collected from 12 special education teachers through face-to-face interviews and a focus group interview. Data were analyzed through Microsoft Excel by themes and subthemes. This study revealed that teacher perceptions of linking special education transition plans and academic goals can help special education students reach their ultimate academic goals and prepare them for the real world. Teachers' strategies used to link transition goals with academic IEP goals could close the transition gap for special education students to improve their academic goals, graduate from high school and be more prepared for the real world. There are three recommendations for practice for this qualitative case study. The first recommendation is for special education teachers to educate and encourage special education students to choose realistic transition goals from an early grade and not wait until 12th grade. The second recommendation is that teachers should articulate effective teaching practices in the classroom by using differential strategies to meet the needs of all students. The third recommendation is that teachers should consider teacher modeling by modifying lessons for their classes according to the accommodations for each student's IEP within the special education environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]