The challenge of serving students with disabilities is familiar to both practitioners and policymakers, especially when it comes to education reform. Charter schools are often viewed as institutions that fail to serve students with disabilities well, or in the same proportions as district-run schools. Sometimes this is true, but it oversimplifies reality. Some charter schools serve few students with disabilities, and others are systematically discouraged from doing so because of available resources and district partnerships. And there are charter schools that have deeply committed to serving these students well. The grand promise of charter schools is that they will use their flexibility to provide every child with a great education that prepares them for college, career, and life. This echoes the dream of all parents when they send their children off to kindergarten. Clear-eyed research about the characteristics of these schools could help cut through much of the rhetoric that fills the vacuum of information. This report examines how some charter schools are improving outcomes for students with disabilities and what factors influence their ability to do so. It offers lessons for schools working to improve how to educate students with disabilities. [For the executive summary, see ED599151.]