While research has documented the predominance of boys in US special education programmes, similar attention to girls' under-representation has been rare. Recent research suggests that there may be just as many girls in need of these services, but for various reasons they are less likely to be identified through the referral process. Girls who fail to receive services are more likely to become teenage mothers, less likely to become employed and more likely to require public assistance. This article explores this pressing equity issue through a content analysis of recent US studies on gender and disability, examines current reasons for this phenomenon, and what it means for the lived school experiences of girls with disabilities. Suggestions on how theory, policy and practice can better serve this under-represented population are presented. (Contains 1 figure and 1 note.)