This study is to derive elements of transition support to middle school students with special needs from part-time special classroom to general classroom based on perceptions of special and general middle school teachers through focus group interview (FGI) and Delphi study. The FGI questionnaire which was developed through analyzing previous studies was conducted by five experts who are general and special education teachers and had experienced as a homeroom teacher of students with special needs in part-time and full-time inclusion. Based on sorting and relating the list of the statement both special and general educators the researchers derived 2 core elements and 10 sub-elements with 36 concepts in total. The Delphi surveys conducted two times on 21 experts who had a experience as a teacher of full-inclusion students with special needs to select specific components and validate the outcomes and a total of 61 detailed concepts was selected as a result. The 61 components of the transition support element were educational support and legal / systemic support as 2 core elements and 10 sub-elements. Therefore the final components of the transition support in this study are suitable as core-value for changing environment from special class to general class as replacement to the full-inclusion. This study was attempted to give comprehensive elements of inclusive education and ultimately contribute to efficient and systematic support system implementing full-inclusion at the middle school level.