In this investigation, the authors examine the relationship between individual skills (i.e., career locus of control [LOC], social skills [SOC], and social problem-solving skills [SPSS]) and the school- and perceived career-related adjustment of 211 students with disabilities. Data pertaining to individual skills were gathered from student reports, and data pertaining to adjustment were gathered from student and teacher perceptions. Results of hierarchical regression analyses indicated that together LOC, SOC, and SPSS accounted for a significant amount of variance in student- and teacher-rated school- and career-related adjustment after controlling for disability type. Evaluation of individual predictors indicated that the strength of these associations varied according to data source and the specific predictor under study. (Contains 3 tables.)