Curriculum can matter, but little research systematically examines the receipt of a particular curriculum for secondary students with disabilities and what influences the receipt of such a curriculum. This secondary analysis of the NLTS2 sought to understand who receives a functional curriculum as their secondary special education curriculum and the factors associated with receipt of such as a curriculum (e.g., school geographical area, family income, mental skills score). The main results indicated receipt of a functional curriculum for all students with disabilities was highly dependent on disability status. When analyzing factors impacting receipt of a functional curriculum for just students with moderate/severe intellectual disability -- the population with the largest frequency receiving a functional curriculum -- no factors outside of gender were significant. Additional research is needed to paint a clearer picture of what influences receipt of a functional curriculum for students with disabilities.