The rapid emergence and authorization of statewide, fully online, virtual charter schools has resulted in the need for states to identify potentially inequitable effects of disability service funding policies. This article describes state funding policies and the designation of responsibilities regarding the provision of special education services for students attending full-time virtual schools. Particular emphasis is given to policies directing dollars for individualized services for students with disabilities who live outside their immediate residential school or intermediate school district. Based on this policy scan, service delivery responsibilities and funding configurations might be expected to have clear overlap; however, the findings suggest that they are viewed differently and addressed differently in states' policies. No state model was identified that could represent an unequivocal best practice. Instead, each model has strengths and weaknesses that are likely grounded in the ethos of the various state offices of education and their orientation to charter schools and school choice in general. Six recommendations are provided provided to consider when writing or reviewing state-level policy for students with disabilities enrolled full time in cyber schools.