This study used multilevel modeling to examine the extent to which secondary special educators promoted nonacademic behaviors that were positively linked to postschool outcomes for students with disabilities, including self-advocacy, goal setting and attainment, disability awareness, employment, and utilization of supports. Respondents were 248 special educators in 20 states. Results showed that between-state factors accounted for significant variance in transition practices and that teachers reported teaching skills related to disability awareness, self-advocacy, goal setting and attainment, and utilization of supports more frequently than those related to employment. Limitations of the study, suggestions for future research, and implications for practice are discussed.