In Quebec, the special education policy promotes mainstreaming disabled students or difficulties of adaptation or learning in regular classroom. Despite the effort that translates this policy to educate them in the most normal environment as possible, few studies show that young people with learning or adaptation difficulties have a difficult academic journey that can lead to school delays and low graduation rates. In a descriptive statistical research, the objective of this paper is to present the results of longitudinal analysis of 15 233 students with difficulties of adaptation or learning having attended secondary education up to 5 years after leaving the level of primary education in which they benefited from an active intervention educational plan (IEP). This study of the school trajectories shows an important utilization of special classes and vocational courses and a lower graduation in this population. However, girls and Anglophones get better results in terms of graduation.