Involvement in extracurricular activities provides youth with opportunities to develop important personal skills, abilities, and preferences, and to build meaningful social support networks. Historically, students who are deaf or hard of hearing (SDHH) have had limited access to opportunities for both academic and occupational development, including extracurricular participation, although legal changes such as the Americans with Disabilities Act (1990) and the Individuals with Disabilities Education Improvement Act (2004) have shifted this landscape. Drawing from data available in the National Longitudinal Transition Survey 2 (NLTS2) and controlling for demographic covariates, we examine the predictive role overall extracurricular involvement and the breadth of that involvement play in postsecondary outcomes, including education, employment, independent living, and self-beliefs, for approximately 1,000 SDHH ages 14 to 18. We also describe the extracurricular activities in which SDHH are most often involved. Our findings suggest that overall involvement in extracurricular activities significantly predicted independent living, and that involvement in more than one activity significantly predicted postsecondary enrollment. We also discuss the limitations of the study design and implications for future research. It is clear that participation in extracurricular activities in high school benefits SDHH later in life.