Background/purpose: The difficulty faced by students with disabilities in obtaining employment after completing school is a global concern. In Malaysia, the government has implemented the Malaysia Skills Certificate (MSC) as a means of equipping student with disabilities with practical and vocational skills while still in school. However, little is known about the employment outcomes of students with disabilities who completed this program. Therefore, this study explores the post-school pathways of students with disabilities who have completed the MSC program in Malaysia. Materials/methods: This qualitative case study explored the experiences of eight students with disabilities who had completed the MSC program. Participants were purposefully selected by ensuring that they were no longer in school and either currently employed or unemployed. Data were collected through semi-structured interviews and were analyzed thematically using the Atlas.ti 8 software. Results: Four key themes emerged: (1) Employment Pathways and Vocational Readiness, (2) Workplace Challenges and Support Needs, (3) Aspirations for Independence and Contribution, and (4) Social and Environmental Influences on Career Engagement. However, this research also highlights that students with disabilities face barriers such as communication difficulties, inadequate support, and workplace exploitation. Their successful transition depends on emotional resilience, strong family backing, and sustained post-school support. Conclusion: The findings underscore the need for more inclusive and adaptive vocational education policies that address the unique needs of students with disabilities. Collaborative efforts among educators, employers, and families are crucial to enhancing career readiness and facilitating a smoother transition from school to work for students with disabilities in Malaysia.