The purpose of this qualitative descriptive study was to explore the perceptions of transition specialists on effective teaching techniques for developing work-readiness and self-determination skills for individuals with intellectual disabilities (ID) participating in a post-secondary transition program. For this study the theoretical framework was Kohler's Taxonomy for Transition Programming. This theory was used as the foundation for best practices during the transition stage of 18-21 for students with disabilities. The research questions that guided this study were: What are effective teaching techniques used by transition specialists to teach work readiness skills to individuals with intellectual disabilities participating in a post-secondary transition program? What are effective teaching techniques used by transition specialists to teach self-determination skills to individuals with intellectual disabilities participating in a post-secondary transition program? The sample included 10 transition specialists, with at least one-year experience, working with individuals with intellectual disabilities in a local school district along the Pike's Peak region of Colorado. Data collection included semi-structured one-on-one interviews and one focus group. Thematic analysis was used to analyze data and reveal emerging themes. Themes that emerged for effective teaching techniques included experiential learning, on-the-job experiences, opportunities to generalize learned skills, and the importance of community and family collaboration to provide learning opportunities. [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.]