Post-school outcomes of students with disabilities continue to differ significantly from those of their peers without disabilities, in spite of federal special education regulations to address transition issues in IEPs. Transition-related research has identified practices associated with improving post-school outcomes. Yet, implementation of such practices and compliance with federal regulations remains somewhat sporadic. To improve implementation, we suggest strategies for improving transition-related teacher competencies through special education teacher education programs. This paper describes (a) approaches for including transition-related content; (b) transition-related teacher competencies; (c) components of teacher education curricula for targeting competency development; and (d) specific readings, class activities, and assignments for infusing transition-related content. Suggestions for future research are also offered. (Contains 7 tables.)