Interest in the pathways young people take from high school to early adulthood indicates that participation in early employment and postsecondary education facilitates long-term independence, agency, and career stability (Eliason et al., 2015; Shanahan et al.. 2002). Although many adolescents with disabilities do not participate in these early adult experiences at rates commensurate with their normative peers, the overall structure, timing, and persistence of these patterns is not well understood. The current study analyzes data from the National Longitudinal Transition Study 2 (NLTS2) to explore patterns of emerging adult engagement in employment and/or postsecondary school among young adults with high-incidence disabilities across three early adult time points (20 to 25 years old) as well as adolescent precursors to these patterns. The sample was comprised exclusively of youth with disabilities (i.e., learning disabilities, emotional disturbance, and intellectual disability), 32% of participants were students of color, and 23% were from families living below the federal poverty line. Results suggested 3 patterns of adult engagement: dynamically engaged (15%), primarily employed (51%), and primarily unengaged (34%). Student race and disability type were associated with these patterns as were individual skills (e.g., reading, mathematics & social skills), family characteristics (i.e., parent expectations), and school experiences (i.e., peer relationships, extracurricular activities) gathered during high school. These findings shed new light on the patterns of early employment and postsecondary participation among emerging adults with disabilities as well as adolescent predictors of these patterns.