This research report from Georgia State University examines career and technical education (CTE) participation, graduation, and postsecondary outcomes for students with different identified disabilities in Massachusetts, Tennessee, and Washington. The authors find that CTE concentration for students with an identified disability is associated with a higher likelihood of high school graduation across all three states and all disability categories and, with some exceptions, a higher likelihood of employment in the year after high school. Students with an identified disability in Tennessee who concentrate in CTE are more likely to enroll in college than non-CTE students with an identified disability, but this is not the case in Massachusetts or Washington.