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In this article, we examine the immediate post-high school years of adolescents with disabilities. Using data from the National Educational Longitudinal Study of 1988 and theNationalLongitudinal Transition Study of Special Education Students, 1987-1991 we examine the transition from adolescence to adulthood and uncover thespecific factors that are associated with the likelihood ofmaking various early transitions to adulthood. Our results reveal that disability and type ofdisability profoundly affect youths' immediate post-high school activities. In addition, family socioeconomic resources havea smaller impacton the transition to adulthood amongadolescents with disabilities than amongadolescents withoutdisabilities. Many resources families useto increase education and topromote the transition to adulthood do not operate, effectively blocking the intergenerational transfer of socioeconomic privilege.Sociology has long been concerned with inequality, with a long tradition of research on the barriers to full participation in American society experienced by recognizable social groups, including women, racial and ethnic minorities, and the elderly. Yet sociologists have paid little attention to the barriers experienced by another sizable minority in American society, individuals with disabilities. 1 Fortunately, sociologists and social scientists are beginning to pay more attention to people with disabilities, especially adults and very young children (Albrecht, Seelman