The focus of this study was on increasing the knowledge base on students with disabilities at the secondary level. Data were gathered on 559 classified secondary students with disabilities served in four educational options: cotaught classes, resource rooms, alternate day support programs, and no direct supports. Results indicate that there are associations between classification and placement options, differences in full-scale IQ by placement option, differences in the numbers of related services and the number of testing accommodations students receive based on placement option, associations among placement option and both related services and testing accommodations, and no differences in grades by placement option. Implications for future research and practice are discussed.