The four-day school model is gaining popularity in rural districts across the United States. The four-day model has been touted as a model that produces benefits for rural communities. The four-day school week has been cited as creating benefits as well as consequences, however, there is limited research into the area of special education. The purpose of this study was to describe and analyze the effects that a four-day school week has on students who receive special education services. It also aims to explore the perceptions of the special education team of the impact the four-day school week has on the achievement and regression of learned material for students who receive special education services. The design of the study included the collection of perceptual data through surveys and semi-structured interviews. Data and discussion to the findings would be beneficial to district leaders seeking to implement the four-day model in the future. [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.]