When transitioning to employment, students with disabilities who do not complete high school face multiple challenges; even beyond the challenges of students who complete a GED® credential later, especially in times of economic downturn and job instability. They cope with sometimes overwhelming struggles from disabling conditions. Thus GED passers with disabilities or other special needs likely need transitional support, perhaps even more than typical GED passers. This paper considers a subset of interviewee data from seven states and DC through the "Perceptions and Pathways" project of the American Council on Education and GED® Testing Service in 2011. This study constituted the first nationwide follow-up study of GED credential recipients conducted to explore major questions on adult transitions. "Perceptions and Pathways" resulted from research recommendations made after the quantitative study of two national cohorts of GED test takers who transitioned to postsecondary education (Zhang, Guison-Dowdy, Patterson, and Song, 2011). "Perceptions and Pathways" interviewees were selected so that their characteristics would reflect the population of U.S. GED credential recipients in 2006--approximately five years after GED testing. In a rich dataset of qualitative interviews, researchers observed that transitions involved not only education, but also employment, and that nearly one-fourth of interviewees described themselves as having special needs. These observations inspired the analysis leading to this paper.