This quantitative study investigated the learning outcomes of students with disabilities in comparison to their non-disabled peers in a TK-12th grade school that offers a sixth-twelfth grade virtual public charter school program that currently serves students in the state of California. No differences were found between groups indicating disability status does not pre-determine achievement or performance in a full scale virtual school program. However, the amount of time spent actively engaged in completing coursework is significantly associated with achievement in the English Language Arts (ELA) courses. Furthermore, students in lower grade levels appear to spend more time in their ELA courses than students in the upper grades. Continued research is needed to determine how grades across student groups can be increased and which best practices (i.e., universal design for learning or UDL) can further support student learning virtually. Future research recommendations are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]