This study examined whether acts leading to suspension or expulsion of students with disabilities were different from those committed by other students, based on a survey of 441 Kansas secondary school principals. Students with disabilities were found to be more than twice as likely to be suspended/expelled than other students, with 87 percent of those suspended/expelled having been diagnosed with either behavior disorders or learning disabilities. These students represented 1 percent and 4.5 percent, respectively, of the Kansas student population, but each group made up 11 percent of those suspended/expelled. While no significant differences were found between the acts leading to suspension/expulsion by these students and those committed by students without disabilities, findings were taken to suggest that many students' Individualized Education Plans fail to adequately provide them with the skills they need to get along in society. Incidents involving assaults on teachers represented 2.2 percent of overall incidents, and firearms were involved in 1.8 percent of incidents. Students with and without disabilities were equally likely to commit violent acts or bring weapons to school. Statistics on suspension and expulsion are further analyzed by gender and ethnicity. Implications for special education objectives and practice are discussed. Appendices include surveys and survey request letters. (Author/PB)