The purpose of this study was to determine the antecedent conditions that contribute to completion of postsecondary education (PSE) for students with disabilities, taking into account institutional experiences associated with the development of social integration. A prospective longitudinal design was used to analyze data from the National Longitudinal Transition Study-2 (NLTS2). Findings indicate that PSE completion was significantly predicted by self-advocacy, participation in a work-study program or paid employment, participation in extracurricular activities, and development of vocational skills as a primary transition goal. Transition practitioners should consider the right constellation of factors known to impact the PSE outcomes of youth with disabilities including, self-advocacy and transition goals.