This project study focused on the writing and implementation of the transition plan that gives students with disabilities the proper guidelines and tools to help them in life after high school. Guided by the human capital theory in education, the purpose of this study was to gain an understanding of how high school special education teachers understand and implement the transition plan. The research questions comprised of how teachers write and utilize the transition plan for each of their students. The project study design follows the basic qualitative design and includes purposeful sampling of 12 high school special education teachers in a public school district in the Southeast United States. The data sources included in-depth interviews with high school special education teachers. Descriptive coding was used to analyze the data. Findings include that high school special education teachers in a public school district in the Southeast United States are not well equipped with the proper tools and information to help them write and carry out effective transition plans; therefore, transition plans have been found incomplete or not individualized for each student. High school special education teachers must have the proper tools and support when writing, individualizing, understanding, and implementing the transition plan. When high school special education teachers understand and individualize the transition plan, it impacts high school students with disabilities who make the transition from high school to life after high school. [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.]