Data for this paper were taken from a study in progress on the life histories of women labeled mentally retarded and were derived from 25 hours of in-depth interviews with two women aged 32 and 19 who also have cerebral palsy. Both of these women experienced special education classes throughout their educational careers. Gender issues in the special education classroom, peer influence and relationships, and teacher student relationships were among areas covered in the interviews. A major difference between the two subjects was that one went to a school which was only for children with disabilities, while the other subject started school the year that Public Law 94-142 (Education for All Handicapped Children Act) was implemented. Both subjects felt that school did not prepare them for the real world; both were still struggling to adjust to the work world and to find appropriate employment. Study results suggest the importance of interaction of the disabled with nonhandicapped peers and point out the lack of strong role models for handicapped females. It is concluded that career opportunities, vocational experiences, and training should begin early and continue throughout the high school years and that parents, school personnel, and disabled consumers of services should work together to transition the student to the adult world of work or further education. (CB)