Transition education and services play a significant role during the transition from school to adulthood for individuals with intellectual disability (ID). The main objective of this study was to investigate to what extent secondary special education teachers of ID feel prepared to implement and deliver transition education for middle and high school students in Saudi Arabia. The study covered their perceptions of their special education preparation in transition competencies, their implementation of transition activities with their students, and the extent to which transition competencies, for the preparation of special educators, address the transition needs of students with ID in Saudi Arabia. In this study, I aimed to identify critical transition competencies for the preparation of special education teachers working in the area of transition for individuals with ID. To elicit information specific to this purpose, a web-based survey was conducted and sent to secondary special education teachers in Saudi Arabia. I administered the survey by sending a series of invitations via e-mail, including a brief description of the study, the estimated time for completion, and a link to the web-based survey. Descriptive statistics, a Pearson correlation coefficient, and t-tests analysis were used to analyze the data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]