This study investigated the perceptions of teachers of students with autism spectrum disorder (ASD) of special education transition services, specifically transition planning in Saudi Arabia. Two different study populations were recruited and asked to fill a questionnaire. The researcher used descriptive (frequency), inferential (ANOVA [n = 357] and Pearson's correlation [n = 109]) statistical analyses. The results showed that a slight majority of teachers (51.8%) had a positive value perception (80% or higher) of the role of transition planning in the attainment of favorable life outcomes. Additionally, the perceptions differed by the three independent variables (gender, teaching level, and region). Additionally, there was a correlation between transition planning preference perceptions and practice. Further studies are needed to ascertain these and other factors causing variations in the perceptions of teachers of SA in Saudi Arabia. Implication and future direction were discussed.