The Individualized Education Programs (IEPs) for students 16 years of age or above must address specific transition components. Studies to date have focused on the presence and quality of these transition components, yet the alignment of these components and their role in leading the development of the IEP is just as critical. This qualitative study examines the change in teachers’ understanding of and alignment between IEP components (i.e., present levels, annual goals, postsecondary goals, course of study) after participation in professional development. The results indicate that after the targeted intervention, teachers are more fluent in describing the components of the IEP, as well as in their awareness of alignment and ability to describe the relationship between these components.