U.S. federal special education policies require state departments of education to collect data to measure progress in attaining state performance plan goals, with Indicators 13 and 14 measuring the Individualized Education Program (IEP) transition process and post-high school student outcomes. Research suggests that higher transition indicator scores result in better post-school outcomes, but no research has yet demonstrated the impact transition education practices have upon indicator scores. This study identified transition education practices that impacted one state's transition Indicators 13 (transition IEP process compliance scores) and 14 (post-high school outcomes). Eighty-three secondary special educators from 36 districts identified the extent their students engaged in various evidence-based transition practices. Hierarchical cluster analysis identified five transition education themes. Multivariate analysis of variance revealed few statistically significant results and several meaningful effect sizes indicating specific transition education practices that impacted Indicator 14 outcomes. Districts with students actively involved in IEP meetings had higher Indicator 13 scores and 14 outcomes. Districts with high to moderate number of students with paid jobs and money management experience had higher Indicator 14 outcomes. Districts that taught students to set postsecondary goals had higher Indicator 14 outcomes. Other results are described and policy implications discussed.