Postsecondary education participation is crucial for successful transition to employment, consequently leading to self-reliant and productive lives especially for students with disabilities (SWDs). This study was conducted to examine teachers' perceptions of pertinent transition components and the significance of the curriculum in promoting a smooth transition to postsecondary education for SWDs. Quantitative research using a cross-sectional survey was conducted with 258 participants. Determination of significant differences among distinct groups of teachers was based on Kruskal-Wallis tests with Mann Whitney U tests run as follow-up to identify where differences existed between groups. Generally, participants agreed, among others, that a written plan, variety of activities, academic and functional skills, and involvement of students' parents/families in the transition process were essential transition components. However, participants disagreed about the relevance of mathematics, science, English and Setswana languages, and optional subjects in promoting successful transition to postsecondary education. Participants also varied on the extent to which they agreed and disagreed with transition components and coursework, respectively, in promoting a smooth transition process. It is therefore recommended that secondary teachers engage in professional development activities to minimize disparities in transition understanding and enhance their transition knowledge and competencies, thus facilitating successful transition of SWDs to postsecondary education.