Background: The transition from high school can be difficult for any youth, but it can be particularly difficult for youth with disabilities, who may encounter additional challenges to negotiating the transition to young adulthood. Purpose: To describe the experiences of youth with disabilities in the postsecondary education, employment, independence, and social domains in their first 2 years out of high school. To examine individual and household characteristics and youth experiences associated with variations in the achievements of youth with disabilities in their early years after high school. Study Sample: The National Longitudinal Transition Study-2 (NLTS2) includes a nationally representative sample of 11,276 youth who were ages 13 through 16 and receiving special education services in seventh grade or above in the 2000-2001 school year. This report focuses on the 28% of youth with disabilities who were out of secondary school and ages 15 through 19 in 2003. Research Design: Descriptive; Correlational; Longitudinal; Statistical Survey. Data Collection and Analysis: Wave 1 and Wave 2 telephone interviews were conducted with parents in spring through fall 2001 and 2003. Telephone interviews were conducted in spring through fall 2003 with youth who were reported by parents to be able to respond to questions about their experiences, either over the phone or through a mailed written questionnaire. Findings: Up to 2 years after leaving high school, almost 8 in 10 out-of-school youth with disabilities have been engaged in postsecondary education, paid employment, or training to prepare them for employment. About 1 in 5 is attending a postsecondary school at the time of the Wave 2 interview. This rate of current enrollment is less than half that of their peers in the general population. Multivariate analyses indicate that several youth and household characteristics and experiences are associated with a higher probability of having enrolled in 2- or 4-year colleges, including having a visual impairment or higher functional cognitive skills, being female, having a better educated head of household, progressing to the next grade level each year in school, and graduating from high school. Conclusion: NLTS2 will continue to describe the experiences of youth with disabilities as they age and to investigate the programs and experiences during secondary school and the early transition years that are associated with positive results in young adulthood. Citation: Wagner, M., Newman, L., Cameto, R., Garza, N., and Levine, P. (2005). After High School: A First Look at the Postschool Experiences of Youth with Disabilities. A Report From the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. (Contains 103 exhibits and 2 footnotes.)