This study investigated the adult adjustment of an Iowa random sample of 1,012 individuals labeled learning disabled whose graduating class had been out of school for 1 year. Of this group (82% of the original sample), 911 individuals had been graduated from special education programs and 101 individuals had dropped out. Results are reported in terms of: (1) general characteristics of the sample; (2) characteristics of the employed individuals, in terms of rate and location of employment, occupational status, number of hours worked, mean wage, and benefits; and (3) comparisons of employed and unemployed individuals in terms of vocational training and experiences, postsecondary training, and perceptions of the usefulness of school. Data are also reported by graduate/dropout group, program model in which the individual was enrolled while still in school, and by gender where relevant. The study found that only 54% of the graduates and 38% of the dropouts met the criteria of being employed or "otherwise meaningfully engaged," living independently or with a parent or relative, paying at least a portion of their living expenses, and being involved in more than one leisure activity. (13 references) (Author/JDD)