The Individuals with Disabilities Education Act (2004) entitles students who qualify for special education services to a free and appropriate education (FAPE) across all public education settings, including juvenile justice (JJ) facilities. JJ facilities have disproportionately higher rates of students with disabilities, who tend to experience difficulties in academics and social development (Bullis et al., 2002; Quinn et al., 2005; U.S. Department of Education, 2009). This study describes a mixed methods content analysis of IEP documents for students with disabilities (N=22) served in a Pennsylvania JJ facility. Specifically, this study sought to investigate (a) the specific needs outlined in the IEPs for student with disabilities served in the JJ setting; (b) the alignment between present level of academic and functional performance (PLAAFP), annual goals, specially designed instruction, and related services; and (c) whether the IEPs meet federally set substantive requirements to address student needs and promote meaningful growth toward goals. Overall, findings indicate that the sample IEPs fail to meet federal substantive requirements across several factors, including: a) sufficient assessment and documentation of student PLAAFP, b) goal ambition and clarity, and c) behavior/mental health services. Furthermore, analyses suggest potential misalignment between the IEPs' stated needs and provided services, particularly in the area of behavior and mental health. Implications of the findings and recommendations for research and practice are outlined in the discussion. [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.]