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jdps.sagepub.com Almost 20 years after the first charter school began opera-tion in Minnesota, charter schools continue to gain influ-ence as a presence in public education reform initiatives (Estes, 2003; Nathan, 1996). Policy changes related to the number and size of charter schools in the author’s home state of Massachusetts highlight this growing presence. On January 18, 2010, Massachusetts Governor Deval Patrick signed into legislation an education reform bill that increased the number of students attending charter schools in Massachusetts, through both expansion in the overall number of operating charter schools and through increases in the number of students enrolled in previously existing charter schools (Official Website of the Governor of Massachusetts, 2010). The move to expand the number of charter schools and number of students attending charter schools raises ques-tions regarding the education of students with disabilities in these settings. To what extent are students with disabilities enrolled in Massachusetts ’ charter schools? Are charter schools able to fulfill the requirements of state and federal laws regarding the education of students with disabilities? Are there particular challenges related to special education services faced by charter schools that could be targeted for support? The new legislation did not specifically address any issues or concerns related to students with disabilities, and an examination of the existing Massachusetts law on charter schools revealed that there are only limited refer-ences to special education services (Massachusetts General Laws [MGL] Ch. 71, Sec. 89). The references provided are focused on issues related to general enrollment policies, and programmatic and financial responsibility for students in private day and residential placements. The law states that charter schools “shall be open to all students ” and not dis-criminate “on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical dis-ability, age, ancestry, athletic performance, special need [emphasis added], or proficiency in the English language or a foreign language or academic achievement ” (MGL Ch