The present study examined the transition component of the Individualized Education Program for 62 secondary students with autism. Plans were coded using a rubric adapted from Indicator 13 of the Individuals with Disabilities Education Improvement Act. Findings indicated a mean plan score of 10.5 out of 20.0, with a range of 3.0 to 20.0. Strengths were noted in Transition Services, with Course of Study and Transition Assessment as areas of relative need. Student characteristics--including adaptive behavior, IQ, and self-determination--were associated with components of transition plan quality. Plan quality differences were found based on diploma status and the quality of the school environment. Implications for supporting educators in writing and implementing quality transition planning are discussed.