This article examines research literature that overlaps the fields of mathematics and special education, with a particular focus on students with disabilities at the middle and high school levels. We report the results of this literature by describing some of the inconsistencies or contradictions between the fields as well as the commonalities that exist in the research and recommendations. Finally, we address implications for preparing future mathematics and special education teachers to work with their students, each of whom will have unique learning strengths and needs.