Students with mild intellectual disability generally garner less individual attention in research, as they are often aggregated with students with moderate and severe intellectual disability or students with other high incidence disabilities. This study used the National Longitudinal Transition Study-2 (NLTS2) to look at the personal characteristics and educational curriculum offered to students with mild intellectual disability during high school, and compared their data to other disability groups to determine if students with mild intellectual disability are unique. Results from the study suggested students with mild intellectual disability differ in cognitive skills and aptitude, and are generally afforded greater classroom accommodations than high incidence disability categories. Statistically significant differences found on direct assessment data and self-determination measures support the notion students with mild intellectual disability are qualitatively and quantitatively unique, and deserve unique consideration from other disability categories.