At the researcher's local level, comprehensive transition planning on the part of secondary special education teachers has historically been lacking. There have been several cases that went to litigation over transition planning issues. The district received a citation from the Connecticut State Department of Education for the school year 2020-2021, because the district was out of compliance for transition in the Individualized Education Plans. The purpose of this Action Research study was: 1. To determine if targeted secondary level transition professional development improved the student planning practices of secondary special education teachers in the researcher's district. The targeted professional development focused on training middle and high school special educators to embed Person-Centered Planning transition activities into their practice. 2. To determine which aspects of the professional development training have the greatest impacts on learning. Qualitative thematic coding created categories and themes. Results from the Secondary Teachers Transition Survey indicated that special education teachers felt unprepared in all of the 46 competency areas. Conclusions were that veteran and new special education teachers did not feel prepared to implement comprehensive transition planning, and were not satisfied with the level of training they had received prior to the intervention. Interview results presented an overarching theme of a lack of time to implement comprehensive transition planning activities, or to work through resources even when they were provided. Recommendations include consistent and regular professional development training in the area of transition, and access to materials online. [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.]