This report reviews existing data related to post-school outcomes for individuals with emotional and behavioral disorders (EBD), discusses why these data may be misleading, and describes what the special education field is doing to improve the post-school outcomes for individuals with EBD. In the first part of the paper, outcomes related to three life domains are examined, including education, employment, and social relationships. Reasons for the limitations in the current literature base are discussed, including: (1) uneven sample size; (2) generalizability of the data; (3) the specific variables required to accurately measure the success, or lack thereof, of post-school experience of individuals with EBD remain unclear; and (4) the majority of existing longitudinal studies have not systematically assessed post-school outcomes for individuals with EBD using the same data collection procedures. Several programs are then highlighted which have been implemented in schools and communities to specifically address how individuals with EBD function in the community post-school, including social skills training, peer mediation and conflict resolution, vocational training, transition training, and wrap-around planning. (Contains 42 references.) (CR)