Much of the research on social justice and equity in special education has centered on examining the persistent problem of disproportionate representation in special education and the implications of this problem for the educational experiences of learners from diverse backgrounds, particularly African Americans. Yet, outside this ongoing dialogue in special education directed primarily toward disproportionate representation and early advocacy efforts in advancing inclusive practices, the discourse on the intersection of social justice and special education is a fairly new phenomenon. In this paper the authors examine research on special education and charter schools to: (1) document trends in service delivery, quality of instruction, and family engagement; (2) interrogate the intersection of social justice and special education situated within the context of an urban charter school; and (3) make recommendations for leading charter schools with an emphasis on social justice particularly for students with disabilities.