Preparing special education teachers to engage in transition services is a critical part of their preparation. This study examined how special education teachers perceive their preparation for transition services in Riyadh, Saudi Arabia. A total of 350 teachers participated in this study. Data were analyzed using a two-way ANOVA. The findings indicated that teachers reported having negative perceptions of the transition service aspect of their preparation programs. No differences according to gender or educational background were observed. Implications and recommendations for teacher in-service and pre-service programs are discussed.