This study explored potential influences that students' educational label, behavior, and learning characteristics have on program expectations, modifications, accommodations, and postsecondary outcomes as perceived by Indiana secondary career and technical education (CTE) instructors. This is a replication study of research conducted with Pennsylvania CTE instructors (see Harvey & Pellock, 2003). Participants were asked to rate program elements using a 5-point Likert-type scale after reviewing two specified student vignettes; one describing a non-disabled student and the second describing a student with a specified disability. Ten sample selected CTE centers in Indiana (n=147) participated in the study. Results point to significant differences in Indiana CTE instructors' perceptions of program expectations, modifications, accommodations and postsecondary youth outcomes by disability classification. Recommendations concerning future research and training are discussed. (Contains 6 tables and 1 figure.)