This paper investigates the school-to-work transitions of young workers with disability. Using a survey following a cohort of French young workers exiting education in 2013 on their first three years on the labour market, I estimate the effect of disability on the probability of finding a (stable) job using duration models. I use several disability indicators to explore how the different definitions affect the results. Overall, I find that disability increases the duration of the transition to (stable) employment at the beginning of the career. This effect is higher when the disability is administratively recognised than when self-reported. I also show that the gap between disabled and non-disabled workers is somewhat lower among the most educated, and is higher for women than for men. Besides, mental disabilities appear to be more detrimental on the school-to-work transitions than other types of disabilities.