Identifying student strengths is central to transition planning. However, school personnel use few assessments that operationalize behavioral and emotional strengths, and the psychometric functioning of those measures have not been established with transition-age students. In this two-part study, we used a national sample of transition-age students to examine validity evidence for scores from the "Behavioral and Emotional Rating Scale-3: Teacher Rating Scale" (BERS-3 TRS). Study 1 evaluated the internal structure and test score reliability of the scores for 275 students with exceptionalities. Study II used a sample of 566 students to examine differences in scores between students with and without exceptionalities. Findings from these studies represent evidence for the validity and interpretation of scores for transition-age students with exceptionalities.