This study explored perspectives about the desired components of adult life for 12th-grade Latino students with learning disabilities, their parents, and special education teachers. Focus groups and individual interviews were used to understand the similarities and differences in post-school visions and expectations among participants. Five student, parent(s), and teacher triads ( n = 16) who were related (student-parent) and worked together (student-teacher) participated in this study. Results uncovered differences in teachers’ expectations of what students’ lives should look like after high school, and the desires of the students and parents themselves. Overall, teachers expressed a lack of cultural understanding regarding students’ and parents’ choices for after high school. Study limitations and implications for practice and research in secondary transition are presented.

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An analysis of vocational rehabilitation (VR) data over a period of five years from a Midwestern state was conducted to identify predictors of employment and college attendance outcomes for youth with disabilities receiving transition services. The database included 26,292 transition cases. Transition outcomes were identified for 4,010 youth (15.3%). Results indicated that 11.2% of the cases were closed from application (ineligible), 45.2% were closed before the rehabilitation plan was completed, and 13.1% were closed after plan implementation (non-rehabilitated). Logistic regression analyses for predictors of employment and college enrollment indicated that females had a higher chance of going to college, as well as youth with a sensory disability. The chances of gaining competitive employment increased as the amount of money spent on the case increased. Youth who received vocational guidance and on-the job supports had higher chances of obtaining competitive employment than of going to college. Recommendations for VR practice with transition youth are suggested.

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