This study investigated K-12 experiences individuals with disabilities perceived as influencing their transition to and participation in postsecondary education. Using a convergent transformative mixed methods research design, the study integrated findings from interviews and surveys (n = 13) using multiple correspondence analysis. Qualitative analyses yielded eight K-12 facilitators of postsecondary education participation. Quantitative results showed participants reported access to at least one previously identified high school predictor, high levels of self-determination, and neutral identification with a disability community. Finally, integrated findings revealed that endorsement of facilitators was associated with experiencing a challenging transition to postsecondary education. Research and practice implications are discussed.