Peer-reviewed journal articles published between 1990 and 2007 examining service-learning (SL) and students with disabilities were reviewed. Thirty-four articles were coded according to type of SL (inclusive, segregated, both), grade level and disability of the students, type of article (general description, program description, research-based), and date of publication. The findings indicate that the literature on SL focuses primarily on program descriptions involving students with learning disabilities, behavior disorders, and severe disabilities at the middle and high school levels. Descriptions of inclusive and segregated SL were approximately equal although the percentage of articles focused on inclusive SL gradually increased over time. A framework is presented to suggest directions for future research on the use of SL with students with disabilities. (Contains 3 tables.)