The purpose of this qualitative research study is to understand the perceptions of middle school special education teachers in relation to post-secondary transition. The middle school teachers used for this project all teach grades five thru eight and come from six different middle schools located in one school district. Each school has a diverse population with varying needs. This study will examine the relationship between middle school special education teachers and teaching transition skills. A recent discussion has been started about providing transition services to middle school students with special needs. With new changes to the law, like Workforce Innovation and Opportunity Act (WIOA), it is becoming evident that transition services are still lacking for students with special needs. This research study uses in depth interviews to understand how teachers are perceiving transition and teacher preparation. Through in-depth interviews four themes occurred; transition planning, skills, preparation, and professional development. Every teacher interviewed felt that providing transition skills and self-determination is vital to students with special needs success both as they transition through school and to their post-secondary goals. It is evident that teachers need more training and professional development in the areas of transition and self-determination. Transition skills need to be identified and taught to students with special needs. [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.]