Even though a wide variety of assistive technology tools and devices are available in the marketplace, many students with visual impairments (that is, those who are blind or have low vision) have not yet benefitted from using this specialized technology. This article presents a study that assessed the use of assistive technology by high school students with visual impairments through a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2). An investigation of many contextual factors that may or may not have contributed to the use of assistive technology was also replicated with the NLTS2 database. The predictors included those that Kelly (2009) found to be significant, as well as a measure of the likelihood of these high school students, who are about to make the transition to adulthood and post-high school outcomes (that is, employment or postsecondary training), eventually getting paid jobs. (Contains 3 tables.)