This article examines the legal and policy complexities involved with students who are self-selecting into haven charter schools. Haven charter schools are those that intend to create a safe place for students with complex histories who may have been intimidated by a dominant group in their former schools. For the purpose of this study, haven charter schools are grouped into the following three categories: (1) ability-focused charters schools (e.g., specials needs); (2) culture-focused charter schools (e.g., Native-American, Hawaiian, Hebrew, Latino); and (3) gender- or sexual orientation based charter schools. After providing relevant background information and examining related literature, this article analyzes how recent courts have addressed legal challenges to this form of de facto segregation in charter schools and how these court opinions may inform policy debates about haven charter schools.