Special education teachers play an essential role in guiding autistic students through the transition phase into adult life. Transition-related education entails co-planning student-informed instructional goals and accommodations with the aim of helping students develop self-determination and to maximize their potential for academic, daily living, social and occupational skills. General education teachers also play a role in transition planning and implementation, but previous research has shown the importance of specialized knowledge in planning effective transition services for autistic students. Research has likewise highlighted the importance of educator behavioral intentions, that is the motivation to take action, for effective transition instruction. The purpose of this study was to investigate educator knowledge, behavioral intentions and supports required related to autism transition using educators in two public schools with a strong special education focus as a model. Participants were asked to complete an online survey where they were asked to rate their knowledge of autism and transition best practices, rate the extent to which they are committed to implementing recommended practices and identify supports needed to implement meaningful transition planning for their autistic students.