Almost two decades since the last study of how educator preparation programs (EPPs) offer transition-related content to preservice teachers, this study sought to understand if the educator preparation landscape has changed. Given the impact of well-prepared secondary educators on student transition outcomes, reexamining the status of transition-related content within teacher education was warranted. Thus, the primary purpose of this study was to query a national sample of EPPs regarding the specific transition content provided and methods for conveying transition content to preservice teacher education students. Results indicated that small changes have occurred over time, with most programs reporting positive perspectives regarding the level of preparation among program graduates. However, the capacity of EPPs to offer high quality and evidence-based transition content appears to be inconsistent. This study emphasizes the need for future research, as well as improved practice within EPPs. Keywords educator preparation programs, transition content and coursework, postschool outcomes Research Question 1: Do programmatic characteristics and demographic factors (location of program [rural, suburban, urban], number of faculty and students, faculty specializations, courses offered) influence perceptions among EPPs of student preparedness across critical transition domains? Research Question 2: How do EPP faculty perceive the degree of preparation of their program graduates with regard to transition content? Research Question 3: How do faculty perceptions of importance of transition content affect the prevalence of transition content within teacher education coursework? Research Question 4: Do faculty provide instruction in key transition content areas, and if so, how is this content conveyed to students?

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