This study aims to explore the challenges faced by special education teachers in implementing the Transition-to-Career Programme (TCP). A case study involving districts from the states of Perak and Selangor was applied as part of the Integrated Special Education Programme (ISEP). The data collected were interviews with seven special education teachers using purposive sampling techniques. The data were analysed thematically and four themes were identified: (1) teacher knowledge and skills; (2) teachers’ attitudes and motivation; (3) provision of infrastructure and learning environment; and (4) support from schools, parents, and community. The roles of teachers, students, parents, schools, socioeconomic status, and forms of support are found to be the main challenges in implementing the programme. These factors play a crucial role in determining the success of the Career Transition Programme (CTP) in special education at the school. The main findings of this study indicate that the readiness in terms of knowledge, skills, and attitudes that teachers, students, and family members require are key aspects that support the school, along with cooperation from various parties to provide support aligned with the students’ needs. This study also shows that the ecological system influences the development and readiness of special education needs students (SENS), including their future careers. © Penerbit Universiti Sains Malaysia, 2025.
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