This paper presents the results of a study that explored stakeholders' perspectives on transition services for autistic students moving from primary to secondary school in Thailand and proposes a suitable transition model for use in inclusive schools. Qualitative methods were used to conduct indepth group interviews with 20 participants, including autistic students, parents of autistic students, school administrators, teachers, and multidisciplinary professionals. A thematic analysis revealed four main themes with eight sub-themes highlighting positive and negative aspects of current transition services. Key areas addressed included student development regarding individualized education program and individualized transition plan preparation, academic and social skill development, family involvement regarding training and participation in meetings and support activities, external school support regarding facilities, teacher cooperation, and interagency collaboration. The findings also address the challenges of implementing effective transition services, which are governed by various laws and policies. Successful transitions require collaboration among all stakeholders, ensuring ongoing support for autistic students' education. This study's results provide valuable insights for improving transition services for autistic students in Thailand and in similar contexts and, ultimately, for enhancing the quality of life for these individuals by implementing the proposed transition services model for autistic students that was developed based on key findings and critical discussion.