In the United States increasingly more children are being identified as needing special services. Teachers are usually the first to identify children in need of such services and refer those children for evaluation. Due to the fact that more of these children are being included in the regular classroom environment, it is imperative for teachers to understand all aspects of special education laws (i.e., IDEIA and Section 504) to be effective advocates for children. A 24-item survey was administered to kindergarten through eighth grade teachers to determine their familiarity, knowledge, and level of training regarding the provisions specified under IDEIA and Section 504. The results of this mixed methods study indicate that teachers are lacking some essential information regarding IDEIA, and have limited knowledge of provisions covered by Section 504.