Over the past 15 years, post-secondary institutions have experienced a significant increase in the enrollment of students with disabilities. This study examined the career decision-making attitudes of 21 college students with disabilities and the impact of their disability on academic and career choices. Nineteen undergraduates and two graduate students attending a small liberal arts university in the Midwest completed the Career Maturity Inventory and participated in a semi-structured interview. When compared to national norms, the participants had career maturity scores comparable to junior high school students. Despite the attention given to transitions for individuals with disabilities from high school to the world of work, a majority of the participants in this study reported receiving no transition services in high school. Furthermore, participants with auditory, visual, or physical disabilities were better able to describe the impact of their disability on academic and career development than were students with other types of disabilities (e.g., learning disabilities). It is recommended that students with disabilities participate in self-advocacy training and that they develop individualized career plans. The long-term implications of proposed interventions and the increase of independence should also be considered. Appended is the Career Development Interview Protocol Semi-Structural Interview. Contains 24 references. (RJM)