This study examined adolescents' social capital, through social network analyses (i.e., ego network analyses), in two high schools where students were placed into academic tracks adopted by the schools and shaped by disability status (i.e., general education, co-taught, segregated special education classrooms). The impact of academic tracks, as well as the impact of personal and environmental characteristics, on ego networks was examined. Differences in ego network structural characteristics (i.e., network size, density, effective size, and efficiency) across academics tracks, differences in information communication technology (ICT) use, and participation in informal social activity for students in the segregated special education track are highlighted. Implications for research and practice, including supporting the use of ICT and ego network mapping during instruction, are provided.