We compare English learner students with disabilities (ELSWDs) with other students with disabilities and English learners on measures linked to postschool outcomes, using the National Longitudinal Transition Study 2012. ELSWDs have more socioeconomic disadvantages than other SWDs, but similar functional performance. ELSWDs have similar backgrounds as other ELs, but greater functional challenges. In school, ELSWDs are more likely to struggle academically and less likely to participate in activities than both other groups. They are less likely than other SWDs to receive extra time on schoolwork but they attend transition-planning meetings at a comparable rate, are suspended less, and parental expectations for their outcomes are higher. Most differences between ELSWDs and other SWDs diminish when we hold background characteristics constant.