The problem that was addressed in this study was that students with severe intellectual disabilities (SwSID) enrolled in life skills settings are not receiving adequate transition planning services at local rural public schools in a southwestern state. The purpose of this study was to investigate special education teachers' (SET) perceptions about transition services for SwSID and explore SETs' suggestions about how to improve delivery of transition planning services. The conceptual framework for this study was Schlossberg's transition model. For this basic qualitative design, 12 semi-structured interviews with SET of SwSID were conducted. Data analysis was conducted using open coding, axial coding, and thematic analysis. The following themes emerged: inadequacy of transition planning services due to lack of parental knowledge and support, lack of available transition resources for SET, increased training and support for SET and parents, solutions for transportation challenges including teachers driving buses and use of transit bus systems, and increased support from Texas Workforce Solutions and enhancement of delivery of transition planning services. This study may promote positive social change for SwSID by improving the delivery of their transition planning services. SET not only revealed known challenges that cause transition planning services to be delivered inadequately but also provided possible solutions to improve the delivery. With these possible solutions, the transition planning could potentially be improved so that SwSID can achieve their transition goals, which, in turn, will allow them to be a productive member of their local community. [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.]