This study was intended to enhance the limited research on the knowledge and confidence of special education teachers in public education regarding transition services and the quality of transition plans they develop. The key variables examined in this study are knowledge, confidence, and the quality of student transition plans. The sample population of the study included 4 public charter schools that included 27 volunteer teacher participants and 184 student transition plans. The research design included mixed methods approach. Both quantitative and qualitative data was gathered from the Transition Knowledge and Practice Teacher Survey developed by the researcher. In an effort to enhance the quantitative data, the researcher also collected qualitative data from open-ended questions in the survey regarding teacher knowledge. Additional quantitative data was also collected from transition plans representing the practices of these special educators in the four participating schools. The quality of the transition plans was evaluated using the NSTTAC Indicator 13 Checklist, a national accountability measure developed to ensure the adequate provision of transition services. The knowledge base of teachers in this study was very fragmented in terms of the legal requirements associated with the development of transition plans. Confidence levels were reported as slightly above their knowledge ratings and 100% of plans were found to be compliant. Targeted transition training is recommended to enhance the knowledge base of this group of teachers. In addition an expanded replication study is recommended to capture a larger percentage of charter schools as well as to include District of Columbia Public Schools. [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.]