Considered a non-academic factor that is not necessarily measured by academic indicators of college and career readiness (e.g., grade point average, college admissions exams scores), critical thinking is an important aspect of 21st century learning and thus should be embedded into secondary school instruction and assessment. In this study, secondary students with and without disabilities were assessed with a critical thinking measure and compared. Findings show significant differences between groups and the relationship to grade point average and PSAT scores. Implications are addressed for high school personnel to consider the assessment of critical thinking as part of career planning in a data-based decision-making framework to provide equal access and support to all students in terms of college and career readiness.