In response to findings that 50-80% of handicapped adults nationwide are unemployed, the state of South Dakota has mandated transition planning for handicapped secondary students. A statewide mail survey examined the awareness and attitudes of special education teachers about the need for transition services, the extent of current teacher training in transition, and the availability of post-secondary options in communities. Among 130 respondents, over 70% reported a need for formal transition planning as part of the IEP process and a need for goals for handicapped students in both employment and daily living skills. However, many teachers questioned the need for formal transition planning for high school students with learning disabilities. Almost all teachers agreed that cooperative agreements between adult services and public schools were critical to facilitating effective services and outcomes. About 74% of respondents felt that their preservice teacher education had not prepared them to assist students in transition to adult life, and 42% had had no in-service training in the area of transition. There were few differences between teachers in large and small schools, the most notable being that teachers in small schools reported far fewer options for post-secondary employment, housing, and technical training for the handicapped in their communities than did teachers in large schools. This paper contains tables and charts. (SV)