The discussion of enrollment of students with disabilities in charter schools focuses on fundamental questions related to equal access and has not typically explored the quality of special education programming available. However, absent quality support and services, access to charter schools is essentially a hollow promise. This report examines how school districts and charter schools in Colorado provide access to school choice and specialized programming to students with disabilities who require moderate to significant support. In this report, students who require moderate to significant support are defined as roughly 18% of students with disabilities (or an estimated 2.5% of all students) eligible for more extensive and specialized services. These students are often educated in the regular classroom less than 40% of the school day. Findings embedded in this report are based on 31 interviews with key stakeholders, a focus group with charter school educators representing four schools, a meeting of a special education working group hosted by the Colorado Association of Charter School Authorizers (CACSA), an examination of the policies, structures, and practices that impact students with disabilities in Colorado, and a quantitative analysis of student enrollment in Denver Public Schools. [The authors received assistance for this report from assistance from Kaci Coats, Alex Medler, and Lauren Morando Rhim. This report was made possible under a contract with the Colorado Association of Charter School Authorizers.]