While there has been movement from disability, or special education needs (SEN), eligibility identification as a prerequisite for special education services, formal school-based identification remains critical in understanding the educational experience of students with disabilities. This study examined data from Ontario, Canada between 2006 and 2020. Descriptive statistics described trends in SEN status over the 14 years across 13 SEN categories. In addition, variance in the proportion of students identified per enrolled each year was examined to determine whether significant relationships existed with school level (i.e., elementary or secondary), school board type (i.e., English public, English Catholic, French public and French Catholic) and school board size. Analysis revealed an increase in special education eligibility determinations with statistically significant increase in autism and non-identified eligibility and a decrease in mild intellectual disability. Hierarchical regression analysis revealed that school level, school board type and school board size were also significant predictors of identification. The multidirectional effects of each variable and their implications are explored.