It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that students in each group have access to a free and appropriate public education. How youths' characteristics, experiences, and challenges vary by disability group remains of interest, particularly given the changing educational, social, and economic landscape that might affect youth with different disabilities in different ways. The National Longitudinal Transition Study (NLTS) 2012 provides updated information on youth with disabilities in light of these changes, to inform efforts to address their needs. Sponsored by the U.S. Department of Education under a congressional mandate to study IDEA 2004 and the students it serves, the NLTS 2012 describes the backgrounds of secondary school youth and their functional abilities, activities in school and with friends, academic supports received from schools and parents, and preparation for life after high school. Through surveys in 2012 and 2013, the study collected data on a nationally representative set of nearly 13,000 students--mostly those with an individualized education program (IEP) and expected to receive special education services. The study also includes students without an IEP, who either have no identified disability or who have an impairment that does not qualify them for special education but allows them to receive accommodations through a 504 plan under the Rehabilitation Act, another federal law pertaining to the rights and needs of youth with disabilities. This second volume of findings from the NLTS 2012 focuses on youth with an IEP who were enrolled in school in the year they were surveyed. The analysis uses data from 9,549 parent surveys and 8,167 youth surveys, and excludes more than 3,000 youth who either were no longer enrolled in school in the year in which they were surveyed or did not have an IEP. The findings are based on comparisons of averages for all youth with an IEP and 12 disability groups of youth with an IEP, as a way to assess the extent of variation across the groups. Differences that are statistically significant and at least 5 percentage points are highlighted to call attention to the variation that is substantive and policy relevant. Five research questions are addressed in this volume: (1) What are the background characteristics of youth and the schools they attend; (2) What challenges do youth face relating to health, functional abilities, and independence; (3) How engaged are youth in school and with friends; (4) What academic and special education supports do youth receive; and (5) How are youth preparing for life after high school? Volume 2 from the NLTS 2012 provides comprehensive information to address the research questions, beyond the key findings summarized earlier. [For the full report see ED573334; For Volume 1, see ED573341.]