This paper focuses on the secondary school experiences of Hispanic students with disabilities, presenting findings from the National Longitudinal Transition Study (NLTS) of Special Education Students. The 5-year NLTS study included data on more than 8,000 students (of whom 733 were Hispanic) enrolled in special education in the 1985-86 school year. The data provided in this report were collected in 1987 from telephone interviews with parents of the NLTS Hispanic youth. The paper begins with a description of individual and family background factors, such as disability category, functional skills, youth demographics and household characteristics. It continues with a description of students' secondary school experiences including school characteristics (such as size and urbanicity) and school policies and practices regarding instructional placement and vocational education services and programs. The paper then focuses on aspects of student school performance and activities related to vocational and instructional placement experiences including absenteeism, school completion, employment during secondary school, and participation in extracurricular activities. Findings indicated that Hispanic students with disabilities were unlikely to be in racially integrated or mainstream settings, had fewer vocational training opportunities than other special education students, and were unlikely to participate in extracurricular group activities. An appendix presents background information on the NLTS. (35 references) (DB)