Information came from site visits to 32 public charter schools in 15 States and interviews during these visits with 151 parents of students with disabilities, 196 teachers, and 164 students with disabilities, as well as 1 or more administrators for each school. Results revealed that the schools varied in vision, mission, and history. Their approaches to curriculum and instruction were not unique or original when considered in the national context, but they did represent innovation when considered in their local contexts. They also were innovative with respect to staffing, scheduling, program focus, and strategies to engage students in the school environment. In addition, schools had varying approaches to attracting students. Parents were enrolling children with mild disabilities in charter schools, even if the school did not offer special education services or provide individualized education programs. However, enrollment of students with more significant disabilities is relatively rare, except in schools specifically designed for these students. Most charter schools used the term inclusion to describe their approach to serving students with disabilities. By almost all accounts, students with and without disabilities received more individual attention at the charter school than they did at their previous school The analysis concluded that caring and dedicated teachers who communicated openly with students and parents were widely regarded as the main facilitators of success for students with disabilities at charter schools. In addition, lack of adequate funding and strained relationships between charter schools and local districts were often cited as barriers to the success of students with disabilities. The analysis also concluded that among issues experienced by charter schools are a lack of extracurricular activities and limits on transportation provided. Tables, footnotes, and appended excerpts from Federal laws related to students with disabilities and charter schools