This study investigated the adjustment of randomly selected Iowa students with behavioral disorders in the classes of 1984 and 1985, 1 and 3 years after exiting high school. Ninety-five (86 percent of those selected) individuals from the class of 1984 were interviewed 1 year out of high school; 50 students from this same class were interviewed 3 years out of school. Eighty-nine (66 percent) from the class of 1985 were interviewed 1 year out of high school and 82 were interviewed 3 years out of high school. Results are reported in terms of: (1) general status information (such as marital status and living arrangements); (2) information about those competitively employed versus those employed in sheltered workshops; (3) incidence of "successful" adjustment; and (4) a comparison across graduating classes and between years 1 and 3. Data are presented for the total group by program model (resource teaching versus special class) and by graduation status. Conclusions include the following: a low incidence of success by both groups; similar outcomes for individuals in both resource and special class programs; significant (but limited) improvements in subjects' situations between 1 and 3 years; and some significant differences between outcomes for the two classes. The need for effective transition planning which involves the individual, the family, educators, and adult service providers is stressed. (DB)