The purpose of this quantitative study was to discuss and analyze college and career readiness for exceptional students in South Carolina. The overall goal was to determine if there was a significant difference in the outcomes of the exceptional student in the state over a three year timespan using two data points (2016-2017 and 2018-2019) and based on geographical regions using one data point (2018-2019) in South Carolina. This quantitative study was accomplished by collecting data from the State Department of Education's Office of Special Education (OSES) regarding the outcomes of the exceptional students' indicators that determine college and career readiness in the state of South Carolina. Those indicators, defined by the IDEA (part B), included the graduation rate (indicator 1), the dropout rate (indicator 2), the IEP compliance rate (indicator 13), and postsecondary transition outcomes (indicator 14A-C). The findings were separated into four classifications based on the South Carolina Department of Health and Environmental Control's definition of regions. Those regions were the Upstate, the Midlands, the Pee Dee and the Low Country. The Statistical Analysis System (SAS) was used to analyze the data. Descriptive statistics were utilized to summarize results for the school districts. A Mest of dependent means was conducted to examine differences in outcomes for the state by comparing two distinct years over a three year timespan, 2016-2017 and 2018-2019. Descriptive statistics and the ANOVA test was used to examine differences of selected special education characteristics based on geographical location in South Carolina. Each of the twelve hypotheses were tested at the alpha level (a) 0.05 to determine whether statistical differences existed between the state and geographical location regarding selected special education indicators used to determine college and career readiness. Results showed a slim margin of improvement for exceptional students with IEPs graduating. However, the dropout was significantly lower in the 2018-2019 school year compared to the 2016-2017 school year. The compliance rate for IEPs containing measurable goals was identical between the two years. There was a marginal decline in students with disabilities transitioning to higher education or entering the workforce over the three-year span. When examining the state's progress on students competitively employed or in some other employment within one year, the data revealed an improvement over the three year time span. When examining the students with IEPs graduating with a high school diploma by geographical regions, there was a significant difference. The data revealed that the Midlands and Upstate was more successful. Although the dropout percentage for each region was similar, the Low Country had to lowest dropout percentage of the four regions. When examining the compliance rate for IEPs with measurable goals, the data revealed that the Upstate had the highest percentage of compliance rate for IEPs with measurable goals. However, that difference was marginal and not enough to constitute a significant difference in the compliance rate amongst the four regions. When examining the students with IEPs that enrolled in higher education upon graduating high school, the data revealed that the Midlands had the highest percentage when comparing the four regional areas of South Carolina. However, this percentage was marginally higher than the others and did not constitute a significant difference. When examining the students that gained competitive employment upon exiting high school the data revealed that the Midlands again had the highest percentage when comparing the four regional areas of South Carolina. However, this percentage was marginally higher and did not constitute a significant difference. The second factors involved examining data based on the state's geographical regions. These regions are known as the Upstate, Midlands, Pee Dee and Low Country. When examining the students with lEPs graduating with a high school diploma by geographical regions, there was a significant difference. The data revealed that the Midlands and Upstate was more successful. Based on the data, there was no significant difference in the dropout rate when comparing the regions. Although the dropout percentage for each region was similar, the Low Country had to lowest dropout percentage of the four regions. When examining the compliance rate for lEPs with measurable goals, the data revealed that the Upstate had the highest percentage of compliance rate for lEPs with measurable goals. However, that difference was marginal and not enough to constitute a significant difference in the compliance rate amongst the four regions. When examining the students with lEPs who enrolled in higher education upon graduating high school, the data revealed that the Midlands had the highest percentage when comparing the four regional areas of South Carolina. However, this percentage was marginally higher than the others and did not constitute a significant difference. When examining the students that gained competitive employment upon exiting high school the data revealed that the Midlands again had the highest percentage when comparing the four regional areas of South Carolina. However, this percentage was marginally higher and did not constitute a significant difference. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]