Objectives: We addressed two research questions: (1) How do young adults with TBI fare in transitioning from school to community at the point of exit from high school and at 12 and 24 months post exit from high school? (2) What variables are associated with transition success at 1 and 2 years post exit from high school? Hypotheses: Both internal factors (ie, age at injury, sex), and external, service and support factors (ie, family socioeconomic status, special education services, and vocational rehabilitation services) influence adjustment into adulthood. Participants: Eighty-nine youth with moderate to severe brain injury living in Oregon and Washington, mean age at entry into the project is 19.88 (SD = 1.43) years. Methods: Using in-person and telephone structured interview protocols, we tracked the sample for 5 years, beginning when they exited high school. Every 6 months, we interviewed the respondent (ie, young person with TBI) and a family member (typically the mother), to access two perspectives on the individual's employment, adjustment, and life satisfaction. Results: Sixty percent were enrolled in postsecondary education or training programs, including school-sponsored transition programs, 2 years after completing high school. Only one third were working 20 hours or more per week. Of those who were employed, 64% were working in menial or unskilled jobs. Conclusions: In this study, individuals entering adulthood following childhood TBI engaged in postsecondary education and employment at higher levels than those who experience TBI as adults, suggesting that supports available to youth with TBI promote resilience. However, these relatively positive outcomes were not associated with receipt of special education or rehabilitation services.