The purpose of this quantitative correlational study was to examine the relationship between the self-efficacy of secondary special education teachers and their perceived ability to plan and deliver transition services to students with disabilities. It determined if the participant's years of experience, education background, instructional setting, and gender had an impact on their self-efficacy to provide services to students with disabilities. And if there is a correlation between special education teacher's self-efficacy and attitude toward providing transition services for students with disabilities. This study included 29 teachers from various high schools in one school district. Demographic information was collected along with a one-time survey, the "Secondary Teacher Transition Survey," which utilized a 3-point Likert scale to ascertain their preparedness, satisfaction, and frequency to carry out transition competencies (domains): instructional planning, curriculum, and instruction, transition planning, assessment, and collaboration to rank them by level of self-efficacy. A descriptive analysis will comprise calculating the overall mean score of each domain based on their level of preparedness, satisfaction, and frequency. The p-value was found to determine if there was a statistically significant relationship between the transition participants' demographics and levels of self-efficacy. Results of the study indicated there was no statistically significant relationship between the demographic areas and the self-efficacy of SETs. However, it was determined that there was a correlation between levels of preparedness, satisfaction, and frequency of their ability to complete transition competencies. [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.]