The purpose of this study was to describe charter school special education teachers' perceptions of their level of preparedness, satisfaction with training, and frequency of implementation of specific transition competencies. Additionally, the study examined administrators' perceptions of preparedness to support the transition process for students with disabilities. A total of 85 teachers and 104 administrators from charter schools in Texas completed the Secondary Teachers Transition Survey (STTS; Benitez & Morningstar, 2009). The STTS addresses several transition competency domains including instructional planning, curriculum and instruction, transition planning, assessment, collaboration, and other additional competencies. Findings from the study indicated that in general, across items and domains, less than 50% of teachers indicated feeling prepared to address or were satisfied with their training in transition domains. Teachers' perception of how frequently they are required to engage in specific aspects across domains was more mixed, with elements of transition planning being most frequently reported (67% responded "Frequently engaging"). In terms of administrators, their perceptions of preparedness were generally higher than the teachers across each of the domains. The results of this study demonstrated that those primarily responsible for the successful transition of students with disabilities to post-secondary settings, special educators, often do not feel adequately prepared to engage in the required activities and further, that their training in these areas was not sufficient. A critical implication of the present results is the need for special educators, and administrators that support these teachers, to receive further professional development and training in the area of transition competencies. Also, considering the dissatisfaction with prior training received, educator preparation programs should consider how to infuse transition standards into pre-service degree programs. Further research addressing both students and parents' perceptions of support and services received as part of the transition process could help further clarify areas of target for future training. [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.]