The purpose of this study is to investigate the degree of ability of teachers in terms of transition education professional standards required to transition specialists, and to clarify the extent to which the school has the capacity to support the practical abilities of teachers. In order to achieve the purpose of the study, we conducted a questionnaire survey for teachers working in special schools in Daegu, and Gyeongbuk provinces. The results of the study are as follows. First, in ability of on-the-job special education teachers in terms of transition professional standards required to transition specialists, special educators are generally moderately competent in transition skill performance criteria(61 questions in 7 areas) required by transition specialists. There was a significant difference in the difference of ability according to the background variables of the teachers in both gender, career, class in charge, possession. Second, in the degree of support capacity of the school for the professional standard of transition education, the field special education teachers perceive the capacity of the school to support the performance of the transition education relatively high. Third, the effect of the school's support capacity on the transition education ability of the field special education teachers, has a somewhat higher correlation with the transition education ability of the teachers.