This qualitative descriptive study focused on how high school special education teachers describe the influence of color-blindness ideology on transition plans for Black students with an intellectual disability into the workforce. Transition plans are required for all students that receive special education services at the age of 14 or 16 depending on the state. These plans are to focus on independent living skills, employment, or post-secondary education. The purpose of this study was to discover from high school special education teachers the influence of color-blindness on transition plans and the influence the transition plans have on employment for Black students with an intellectual disability. Data were collected from 19 participants, in the form of individual interviews and two focus groups. The research questions that guided this study were: how do high school special education teachers describe the influence of transition plans for Black students with an intellectual disability on their entry into the workforce; and how do high school special education teachers describe the influence of color-blindness ideology on transition plans for Black students with an intellectual disability. A thematic analysis of data presented nine themes. 1) Teacher knowledge and preparedness, 2) Student centered transition plans, 3) Parent involvement, 4) Reality, 5) Job preparation, 6) Usefulness, of transition plans, 7) Race has no influence, 8) Culture into consideration, and 9) Blacks vs. employability. The findings from this study can help bring awareness of color-blindness to educators, awareness to the employment gaps this population of people face, and spike efforts to close the employment gap. [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.]