Since 2014, educational placement policy for senior high school students with disabilities has been changed from the 12 years study placement to the adaptive guidance placement. Unlike the 12 years study placement, placement decision for senior high school students with non-intellectual disabilities now is based on diversified information from comprehensive judgments rather than the outcomes of the Comprehensive Assessment Program for Junior High School Students. This paper aims to provide some perspectives and recommendations from an in-service vocational senior high school teacher in terms of potential issues related to the adaptive guidance placement. Hopefully, the discussions can bring the matter up for consideration that assist students with disabilities with a successful adaption to life and academic learning during their senior high school years.