Students with Emotional Disturbance (ED) graduate from high school with a standard diploma at rates far below their peers. The present study utilised archival data of former high school students with ED and a nondisabled comparison group to examine graduation-related predictor variables. The results indicated that grade point average and extracurricular activity participation positively predicted high school graduation while the number of years spent in 9th grade negatively predicted graduation for both groups of interest. For students with ED, the percentage of student attendance at special education meetings throughout high school was also statistically significant for predicting graduation. Educational implications related to adolescents with ED are discussed.