Secondary transition has traditionally been the domain of special education, but recent research has explored potential avenues for school psychologists to become involved in secondary transition. The purpose of this study was to explore school psychologists' knowledge of and involvement in secondary transition. Using a survey methodology, 3.5% of school psychologists in the sample reported receiving training in secondary transition during their graduate program. Most trainings in this area occurred as a result of in-service professional development. School psychologists reported being involved most often in helping students to understand their disabilities. The implications of these findings and opportunities for further research as well as training opportunities for school psychologists are discussed in this article.