This study investigated the adult adjustment of randomly selected students with learning disabilities in the classes of 1984 and 1985, 1 and 3 years after they exited Iowa high schools. A total of 939 students were interviewed 1 year out of high school, of which 784 were also interviewed 3 years out of school. Results are reported in terms of: (1) general status information such as marital status and living arrangements; (2) information about those employed (wages earned, hours worked per week, fringe benefits received); (3) "successful" adult adjustment relative to specific criteria; and (4) a comparison across the two graduating classes and between years 1 and 3. Data are presented for the total group, by gender, by program model, and by graduation status. Among conclusions are the following: subjects showed significant gains in adult adjustment between the 1-year and 3-year interviews, with dropouts showing the least gains; at the 3-year interview, 38 percent met either the low (27 percent) or high (11 percent) standard of "success," with about one-half living independently; most conclusions seemed valid across both classes; and the results support the need for formal transition planning and provision of transition support during the post-school phase. (Contains 20 references.) (DB)