In this article, we examine and explore how the recent US Supreme Court case on affirmative action within higher education will shape and contextualize disproportionate minority representation and its monitoring within a K-12 public school context for students with disabilities. That is, as the litigation and ultimate judicial decision shape how institutions of higher education advance affirmative action policies for the admission of racialized and ethnic minority college students, another unanswered question remains. Namely, how will K-12 public school districts both adhere to federal policy that mandates proportionate racial representation of students with disabilities within special education categories and support teachers and school systems with compliance to federal policy? Using a legal compliance focal point theoretical perspective, this article contextualizes the affirmative action conversation as one that must include guidance to education systems and teachers working to ensure federal compliance and racial equity within special education.