Parent engagement in the transition planning process for students with IEPs is an essential indicator for positive post-school outcomes for students with disabilities graduating from high school. Barriers to parent participation include lack of communication, trust, and knowledge of the process in which they are participating. Educators must seek to address these barriers. This study sought to educate special education teachers through professional development modules on engaging parents in the transition planning process for their child receiving special education services. It was hypothesized that if special education teachers are provided specific parent engagement strategies to use, including scripts and checklists, that parent engagement in the transition planning process for students with IEPs would increase. Special education teachers in grades 7-12 were the participants in the study. Professional development learning opportunities were provided to the teachers and teachers implemented strategies provided from January through March of 2024 to increase parent engagement. The study showed that teachers were able to master their professional development content with 91% accuracy and found that these participants were able to increase parent engagement by 11% over 3-months. [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.]