For school districts to adequately prepare students with disabilities for successful post-graduation life, it is essential to understand if various variables predict postsecondary outcomes. The purpose of this study is to examine the relationship between gender, race/ethnicity, participation in career technical education (CTE) programs, diploma type, grade point average (GPA), disability classification, and graduation year for students with disabilities self-reported post-graduation plan of employment. The study aims to determine if the independent variables predict postsecondary outcomes for students with disabilities and to identify disparities that exist in subgroups when controlling for gender and race/ethnicity. Findings can assist educational leaders and stakeholders in improving existing transition practices or initiating new transition programs to better support students with disabilities in achieving optimal outcomes. The sample consisted of 267 students from a large suburban secondary school in the Northeastern part of the United States, with a majority of Latino or Hispanic and Black or African American student populations. The quantitative ex post facto study used archived data using binary logistic regression analysis to uncover predictive relationships. Findings indicated significant relationships with race/ethnicity, diploma type, graduation year, and grade point average with postsecondary outcomes. White students, students receiving a local diploma, and students graduating in 2022 were less likely to report attending postsecondary education, while higher grade point averages predicted postsecondary education. These findings emphasize the importance of designing effective educational programs for students with disabilities to ensure greater success in postsecondary outcomes. [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.]