Abstract
This study investigated to what extent faculty members include and value transition curricula in special education preparation programs in Saudi Arabia. A web-based survey was conducted and sent to special education professors across 20 universities. Descriptive statistics and a t-test analysis generated three main findings: (a) Institutions covered transition by adding specialized courses and/or through infusing of transition content in other courses, (b) institutions covered all 29 transition competencies at varying rates, and (c) both male and female faculty members placed high value on teaching their students in the principles of transition education and services. Implications and recommendations for future research were discussed.