Adolescents with disabilities require access to general education and life skills instruction. Knowledge of food safety for this audience is important for health and valuable for work placement. The objective was to implement a survey to assess high school and transition special education teachers in RI, CT, and MA for food safety knowledge and attitudes toward the use of food safety education for special needs students. Respondents answered questions on food safety topics and attitudes toward incorporating food safety principles into curriculum. Agree, disagree, and don't know and Likert scale response formats were used. Descriptive one-way ANOVA and t-test statistics were run. Forty-seven food safety knowledge questions for 220 respondents were assessed. Of the respondents, 69% had primary certification in special education and 15% in Family and Consumer Sciences (FCS). As part of the learning experience, 86% served food in the classroom, and 94% served food classified as potentially hazardous. Using 80% as knowledge mastery, only 24 of 46 items (52%) met the standard, with cooking and chilling categories scoring low (70%). FCS and special education teachers had significant differences (P less than 0.05) in knowledge scores, 87% and 74%, respectively. Special education teachers scored low, 66% to 67%, in key food safety categories. Attitudinal questions reflected a support for food safety information to be taught to this student audience. The survey identified the need for outreach education for special education teachers due to lack of food safety knowledge, food safety risks due to potentially hazardous foods prepared by students, and lack of food safety resources for these students.