With the enactment of recent legislation, school districts are mandated to provide education for students with disabilities in the least restrictive environment with their nondisabled peers to improve academic achievement. Students who require specialized physical health care services in the regular school setting may perceive their educational experience differently from their nondisabled peers. Few studies have addressed the unique physical, psychological, emotional, and educational characteristics of students with disabilities who require specialized physical health care services in the regular school setting. The purposes of this study were to: (a) describe students' characteristics and perceptions of health-related quality of life (HRQOL), teasing, and school connectedness; (b) determine the difference between student and parent perceptions of HRQOL; and (c) determine the relationship between teasing and school connectedness. King's Conceptual Framework provided the conceptual basis for this cross-sectional, descriptive survey design. Thirty-nine students between the ages of 9 and 18 years completed self-report questionnaires measuring perceptions of HRQOL, teasing, and school connectedness. The majority of students met the eligibility criteria as orthopedically impaired, required catheterization during the school day, were absent more frequently when compared with general education students without disabilities; and nearly 70% passed all classes. Descriptive analyses showed students perceived moderately high levels of HRQOL, low levels of teasing, and high levels of school connectedness contrary to previous research findings. In general, children with physical disabilities and chronic health conditions have reported low perceptions of HRQOL, high incidences of teasing, and less connectedness to school. Participants in this study perceived significantly higher levels of HRQOL when compared to parents' perception. A statistically strong inverse relationship existed between teasing and school connectedness (r = -0.545, p less than 0.01). These findings suggested students who required specialized physical health care services in the regular school setting present particular challenges to school nurses. This study may optimize understanding of these students' health care issues and educational experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]