As the charter sector has matured, its critics have multiplied. While charter schools enjoyed bipartisan and substantial public support for their first 20 years, the tide of public opinion now flows in more varied directions. Policymakers and leaders across the country are facing pressure to limit charter expansion, with public support for charter schools becoming more party-aligned and polarized. One piece of the narrative driving this backlash is the assertion by some critics that charter schools do not enroll or educate a representative proportion of students with disabilities and that this is intentional. This brief uses data from the Civil Rights Data Collection (CRDC) and scholarly literature more broadly to show that the story is more complicated than typical discourse suggests. The brief examines enrollment data of students with disabilities and the underlying factors that influence their access to charter schools and concludes with recommended actions we propose practitioners and charter stakeholders should take to improve access for students with disabilities and increase opportunities for innovative practices that can improve outcomes.