This article aims to examine the impact of the family on the process of vocational self-determination among students with disabilities. The research involves analyzing questionnaire data collected from high school students with disabilities in special schools in Almaty city and their parents. The study considers factors of family status and parents’ educational level, as well as their influence on the choice of educational institution and future profession. The findings indicate that parents play a key role in making decisions about career trajectories, with a majority of students planning to continue their education in colleges and universities, highlighting the importance of family support. The article also discusses the role of educational and social infrastructure, as well as the influence of teachers on students’ educational plans. The research conclusions can be beneficial for developing vocational guidance and inclusive education programs in Kazakhstan.