In Moscow, one priority area of urban social policy has focused on the formation of equal opportunities for handicapped people and those with impaired health in the process of their integration into all spheres of life and activity, including professional education. The year 2009 was declared to be the Year of Equal Opportunities. The comprehensive target program "The Social Integration of Handicapped People and People with Factors That Limit Their Active Life in the City of Moscow," covering 2007 to 2009, was carried out. Moscow City Law No. 16 "On the Education of People with Impaired Health in the City of Moscow," was passed in 2010. The comprehensive target program "The Social Integration of Disabled People in the City of Moscow" was implemented for 2011. The State Program of the City of Moscow for 2012 through 2016, "The Development of Education in the City of Moscow" ("Capital City Education") was approved. Active efforts were undertaken to form an "obstacle-free environment"; increasingly widespread is the inclusive education of handicapped people, and the list of professional educational institutions of various levels (of capital city and federal affiliation) has been extended to provide handicapped people with the necessary conditions for their education. Yet many questions still remain in this area. In particular, official statistics have still not answered the question of the available level of education for young people with impaired health, or the number of handicapped people attending school in the noncommercial sector of professional education. Other questions that remain unanswered are, for example, why do young people with impaired health very often turn down opportunities to obtain a professional education, even if their health would permit it? To what extent are the educational institutions of the capital city prepared to take in disabled applicants, and to what extent do the conditions necessary for their schooling in a professional institution correspond to the requirements of an "obstacle-free environment" that has been so widely publicized? What are the attitudes of administrators, instructors, and other students toward handicapped people? The gaps can be filled in, in part, by the findings of a sociological survey of young people with disabilities and impaired health (between the ages of sixteen and twenty-five) conducted in the capital city in the fall of 2011 within the framework of the implementation of the project "Problems of the Accessibility of Professional Education for People with Impaired Health in the City of Moscow." The survey provides evidence that disabled people and young people with impaired health have been comparatively successful in exercising their rights to obtain a professional education.