Students with disabilities often face systemic barriers during their transition from school to employment, particularly within limited-resource educational settings. This study aimed to explore the lived experiences of special needs education teachers in supporting students with disabilities as they prepare for employment through transition education.  The study is significant as it provided insight into the challenges and strategies of teachers that can inform inclusive transition policies and programs. The researcher used phenomenological research design, data were gathered from nine purposively selected special needs education teachers through focus group discussions and analyzed using Colaizzis analysis method. The findings revealed three major themes: (1) implementation of practical and school-based vocational practices despite facility limitations (2) strong teacher-family collaboration and emerging in-school employment initiatives, although external employer engagement remains limited and (3) the persistence of societal stigma, restrictive policies, and cultural beliefs that hinder student inclusion in the workforce. These experiences reflect the teachers dedication but also highlight the systemic gaps in inclusive employment pathways. In conclusion, while teachers maximize available resources and support systems, greater institutional and policy support is needed. It is recommended that schools invest in facilities, form multidisciplinary teams, strengthen employer partnerships, and revise rigid job qualification standards to promote inclusive and sustainable transition programs.