This paper reviews the extent to which students with disabilities attending regular secondary schools were involved in vocational education, and whether students who participated in vocational education exhibited better outcomes both in school and in the first years after high school. Data from the National Longitudinal Transition Study of Special Education Students (NLTS), including a nationally representative sample of more than 8,000 students, were used. The study examined vocational course-taking by specific handicapping condition; course content; amount of vocational education; and demographic variables (grade level, gender, and ethnic background). Findings showed that students who were enrolled in occupationally oriented vocational education were significantly more likely than nonparticipants to register positive on-school and post-school outcomes. These students had significantly lower absenteeism from school and a lower probability of dropping out of school. Vocational training was related to a higher likelihood of finding a paid job and of attending a postsecondary vocational school in the early years after high school. The study also found a discrepancy between the apparent benefits of vocational education and the rates at which students with disabilities actually participated in vocational programs. Appendices contain an overview of the NLTS, supplementary statistical tables, and independent variable definitions and hypotheses supporting their inclusion in analyses. (Includes 47 references.) (JDD)