Ninety-six high school students from school districts across Minnesota who received special education services for learning disabilities or mild cognitive impairments agreed to participate in an interview on their participation and accommodation use on Minnesota's Basic Standards tests, minimum competency tests in Mathematics, Reading, and Writing required for high school graduation. Interviews took place at a day-long conference on transition planning and self-advocacy for high school students with disabilities from across Minnesota. Students' responses to questions about the tests and their use of accommodations indicated that most students were well aware of their status on large scale assessments and of the accommodations that they need. Older students were more likely to use assessment accommodations than were younger students, and most students used one to three accommodations. Two-thirds of the students interviewed were able to identify the accommodations that they would need in the future, either in postsecondary education or in a career. Female students less often identified needed future accommodations than did male students. Implications for practice and future research are discussed. (Contains 7 tables and 27 references.) (SLD)