The Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act of 2001 require that students with disabilities be included in statewide assessments and general education accountability systems, thereby placing increased demands on special education teachers. At issue is how new teachers are prepared to respond to these changes. This study analyzed new special education teachers' understandings of instructional strategies in light of changes in special education law and practice, through a vignette assessment. Results indicate that some teacher candidates may not possess the kinds of understandings that align with reform practices. Implications for policy, research, and practice in teaching and teacher education are presented. (Contains 7 tables.)