Transition to work services are a complex process and can cover an enormous range of practices. This paper examines the literature on best practices in transition to work services and considers teachers' perspectives regarding these practices. Teachers working with students with intellectual disabilities participated in this study (369). The three practices rated highest by teachers were exposing students to work experiences, maximizing opportunities to participate in activities with typically developing peers, and family participation in the development of a transition plan. Perspectives by gender are discussed.