A quasi-experimental design using student cases and non-random survey methods was used to investigate the influences of student educational labels, behaviors and learning characteristics as perceived by secondary career and technical education (CTE) instructors on occupational program expectations, modifications and accommodations, and postsecondary youth outcomes. 127 instructors completed a 5-point Likert-type rating scale for two assigned cases: a case study describing one student without a disability; and one identifying a student with a specified disability. The disability case studies represented a student with: a physical disability; learning disability; behavior disorder; mental retardation; or a visual impairment. Seven career and technical centers in central and eastern Pennsylvania participated in the study. Results indicated significant differences about expectations, accommodations, and outcomes when comparing students with disabilities to the student without a disability and varied perceptions by disability classifications. Implications for practice, future research, and training are discussed. (Contains 5 tables.)