In the context of inclusive education, it is essential to identify the educational conditions associated with a successful transition from primary to secondary education for autistic students. This systematic review, conducted following the PRISMA approach and a thematic synthesis method, aimed to analyze teachers' perceptions of strategies and practices that support this process. Ten articles published between 2006 and 2023, involving data from 323 teachers, were reviewed. Six key themes emerged: (1) transition planning process; (2) challenges and objectives; (3) facilitators and barriers to the transition process; (4) collaboration among stakeholders; (5) teaching and organizational practices; and (6) professional development and working conditions. The findings underline the value of using teachers' experiences as a meaningful contribution to shaping inclusive practices.