The aim of this paper was to shed more light on the attitudes and dispositions to mathematics education of secondary school students with special educational needs (SEN) in mainstream schools. The data were collected as part of a larger project in England which looked at the relationship between students' learning outcomes (including dispositions) and the teaching they are exposed to. In this paper, we particularly draw on data from students in secondary school (from Year 7 to Year 11), focusing on those with SEN. Our emphasis in this analysis is to explore the learning outcomes, attitudes and choices regarding mathematics of those students and where appropriate, compare them with the experiences of students without SEN. Survey results along with qualitative interview data will be discussed in terms of implications for practice. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).]