The National Center on Educational Outcomes (NCEO) has for the past four years conducted research on large-scale assessment and instructional issues for English language learners (ELLs) with disabilities, but neither NCEO's research nor any other research study has yet described large-scale assessment experiences at the local school level for English language learners with disabilities. This study was designed, in part, to clarify some of the issues that surround including English language learners in states' large-scale assessment programs. Specifically, the authors gathered practical information at the local school level to understand these students' large-scale assessment experiences from a variety of perspectives, to describe the characteristics of ELLs with disabilities as well as the characteristics of their schools, and to make known the level of awareness that students and their families have about large-scale assessments. Four research questions guided this study: (1) What perceptions do educators, parents, and students have about the experiences of English language learners with disabilities who participate in large-scale assessments? (2) How are English language learners with disabilities performing in large-scale assessments? (3) How are participation decisions made to test English language learners with disabilities in large-scale assessments? and (4) What are the characteristics of schools that test English language learners with disabilities in large-scale assessments? A number of striking trends emerged highlighting important aspects of these students' inclusion in large-scale assessments. Each trend, along with supporting evidence, is presented. The survey instruments are appended. (Contains 8 tables and 7 figures.)