The challenges associated with educating students with disabilities in charter schools in Connecticut are symptoms of two broader issues--the state's inequitable public education funding system and problematic ambiguity in the state charter law. Fundamental changes to the state education funding system are required to better position urban districts in Connecticut to effectively educate all students, particularly students with disabilities. For Connecticut charter schools, primarily clustered in the state's largest cities, greater clarity and consistency in implementation of the state charter law are critical to enabling schools to successfully live up to their potential to provide students with disabilities with meaningful educational choices on par with their peers. The purpose of this analysis, which was conducted between July 2019 and February 2020, was to identify and quantify the challenges related to educating students with disabilities in Connecticut charter schools and to develop recommendations to improve the delivery of quality special education and related services. The National Center for Special Education in Charter Schools (the Center) gathered quantitative data from the Connecticut State Department of Education (CSDE) and qualitative data from 32 interviews with 60 individuals across 27 organizations, including 21 of the 22 charter schools operating in the state. The Center developed preliminary recommendations based on that qualitative and quantitative data, shared those recommendations with stakeholders, and then refined and finalized recommendations. This policy brief provides an overview of the full report. [For "Between a Rock and a Hard Place: Educating Students with Disabilities in Charter Schools in the State of Connecticut. Inequity and Ambiguity Breed Anxiety," see ED608538.]