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This study examined teachers' attitudes and perceptions toward transition services for students with mild intellectual disabilities in Saudi Arabia using a descriptive non-experimental quantitative research design. This study also examined the relationship between teachers' attitudes regarding transition services for students with mild intellectual disabilities and teachers' gender and educational background. Three hundred and sixty nine teachers responded to the study survey, including 223 males and 146 females. A two-way ANCOVA and descriptive statistics were used to answer the research questions.The findings indicated that teachers hold positive attitudes toward transition services. Also, this study found no differences in teachers' attitudes based on their gender or educational background. However, this study found differences in teachers' attitudes related to years of teaching experience, and having a relative or someone close with a disability. In addition, teachers in this study reported they felt unprepared to provide transition services. A lack of job opportunities and an anticipated reluctance by employers to hire youth with disabilities were perceived as the greatest potential challenges in providing transition services. Supporting youth with mild disabilities in real work environments was perceived by teachers as the best option for exposing them to work experiences. Finally, this study presents the major potential implications regarding transition services for students with mild intellectual disabilities in Saudi Arabia in terms of teachers' preparation for transition services, best practices for transition services, options for providing work experience, and potential challenges that could be encountered.