Technology and engineering educators have an opportunity to serve a vital role in contributing to or assisting in the guidance of educational programming for students qualifying for accommodation services. Within this article, students referred to as at-risk were from two specific special populations within this group: individuals with disabilities and individuals with limited English proficiency. Teachers in inclusive settings generally support the degree of student access to learning experiences that inclusion requires; however, teachers typically identify themselves as unprepared to deliver instruction to students with disabilities or students requiring educational intervention. The purpose of this study was to determine the normative service capacity of technology and engineering teachers for students qualifying for accommodation services and to investigate potential service load differences based on course offerings. The findings of this study offer specific insight pertaining to accommodation service responsibilities of technology and engineering educators.