This study assesses the quality of transition services provided to students with intellectual disabilities in Saudi Arabia from the perspective of their teachers. To achieve the study's objectives, a questionnaire was designed consisting of 30 items distributed across six dimensions related to transition: transition planning, family participation, student participation, transition-focused curricula, social institution cooperation, and transition assessment. The questionnaire was completed by 95 teachers of students with intellectual disabilities. The findings showed that the level of quality achieved in the transition services provided to students with intellectual disabilities was generally very high, as the dimensions were arranged in descending order as follows: transition-focused curricula, student participation, family participation, transition assessment, transition planning, and social institution cooperation. The results also indicated that there were no statistically significant differences attributed to the gender variable, the educational qualification variable, or the years of experience variable.
