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This article reports the results of a follow-up analysis of 779 students with disabilities who participated in group-randomized, control group studies designed to examine the efficacy of self-determination interventions in secondary school to examine the relationship between self-determination status when exiting high school and adult outcomes 1 and 2 years post-high school. Findings suggest that self-determination status upon exiting high school predicts positive outcomes in the domains of achieving employment and community access 1 year post-school, and that exposure to self-determination interventions in secondary school may lead to more stability in student outcomes over time. The complexity of the relationship between self-determination intervention and outcomes is discussed, as are recommendations for future research and practice.