The post-school status of 87 individuals with moderate to severe mental retardation was assessed in terms of employment, education, living arrangements, day program participation, community involvement, and friendships. Interviews were conducted with informed respondents (usually parents or group home staff) for 27 individuals who had been out of school 7-10 years, 41 individuals who had been out of school 3-5 years, and 19 individuals who had been out of school 1-2 years. Comparisons of former students as a function of time out of school, gender, or severity of mental retardation revealed few differences. In general, all groups showed employment rates in the ranges of 30% to 45% with most working part time, often as part of training programs, and with average annual incomes below $2,000. Most former students lived in supervised residential placements, but had regular contact with relatives. Most individuals had special friends, but few had regular social contact with nonhandicapped persons who were not staff or family. Few individuals showed independence in various basic living skills. Post-school outcomes were related to personal competence variables, particularly measures of independence, adaptive behavior, and maladaptive behavior. Implications of the study for school curriculum and service changes are discussed. (DB)