Students with disabilities have higher rates of attention problems than those without disabilities. This can impede their academic success and postsecondary transition, but these effects have not been well-studied. Understanding these effects is especially critical among high school girls with disabilities who additionally experience significant other barriers to college enrollment. Using longitudinal data from 366 high school girls with disabilities, we examined whether attention problems predicted a lower likelihood of applying to college, and whether this effect was mediated by academic difficulties. We also tested whether attention problems moderated the effect of students' future aspirations on likelihood of applying to college. Consistent with our predictions, attention problems were associated with a lower likelihood of applying to college. The individual paths through academic difficulties were significant, but the bootstrap estimation of the indirect effect was not significant. Attention problems did not moderate the effect of future aspirations. Attention training interventions have the potential to improve postsecondary educational outcomes. [This paper was published in "Educational Psychology."]