The occupational and social status of 106 former students with mental retardation was examined from 1 to 5 years after they graduated from or completed schooling in a special high school during the years 1982 to 1986. Results were compiled as a function of the former students' level of mental retardation, gender, and age. The study involved interviews, administration of the Inventory for Client and Agency Planning instrument, and examination of school records. Results are analyzed in terms of: community adjustment; vocational emphasis in individualized education programs; curricular areas of study; work characteristics (job characteristics, earnings, securing employment, job satisfaction); unemployment information; high school employment; job seeking skills; day programs, including satisfaction and assistance in finding day programs; living arrangements; social networks (family relationships, friendships, interpersonal networks); leisure activities; citizenship; support programs; living skills (shopping, paying bills, banking, transportation, telephone use); adaptive behavior; functional limitations; problem behaviors; and service levels. Significant differences in outcomes were found as a function of level of mental retardation, but no difference as a function of gender. Age differences were questionable because of confounding with other variables. For the suburban sample overall, outcomes were quite positive, with over 70% of the sample employed. (37 references) (JDD)