To understand the low employment outcomes for young people with mild disabilities, this study assessed the level of knowledge of Kansas teachers (N=92) of students with mild disabilities regarding the Individuals with Disabilities Education Act (IDEA), transition models, and components of transition programs. Major findings included the following: (1) teachers had the least amount of correct knowledge in the subject area of IDEA and court decisions (42%), followed by transition models (43%), and transition components (55%); on the average, teachers responded correctly to 45 percent of the items; (2) there were no significant differences between the knowledge levels of elementary and secondary teachers; and (3) no relationship was found between level of teacher preparation, experience and background, and knowledge of special education transition. Two transition areas identified as posing special problems were teachers' lack of knowledge regarding life-skills curriculum and the role schools play in implementing the transition requirements of IDEA. Results suggest that lack of transition knowledge by teachers may be a contributing factor to the low employment rate of individuals with mild disabilities. (Contains 21 references.) (DB)