Over a quarter of a million U.S. students each year reside for a period of time in a psychiatric inpatient hospital setting to receive mental health treatment. Following inpatient treatment, most children are transitioned from the hospital into a regular school setting. Little is known about how these transitions are managed by hospital or school personnel. The current study examined the role of the special education teacher in this transition process. A national sample of special education teachers was surveyed about their involvement in the transition process. The majority of special education teachers reported active involvement in the transition process through contact with parents and hospital personnel. In addition, special education teachers reported behavior problems present in children upon their return to school and the skills, knowledge, or resources that would assist them in facilitating children's transitions. Implications for research, training, and practice are provided. (Contains 3 tables.)