Involuntary teacher transfer occurs whenever the reassignment of a teacher is initiated by a school or district rather than the teacher. These transitions are more likely to occur among special education teachers than among general education teachers. Although this type of transfer is not a new phenomenon, there has been surprisingly little scientific inquiry into this practice to determine its effect on teachers and students. This article describes the lack of scientific knowledge about the practice, especially for special education, why schools use the strategy, the effects of these transfers, and factors that lead to involuntary transfers. Going forward, more high-quality research is needed on the practice of involuntary transfer within the field of special education and the consequences of the policy. When policy makers ask to see the data that result from this research, the right questions must have been asked, especially as they pertain to special education.