Accommodations are often necessary to help students with reading difficulties access instructional materials that facilitate learning across content areas. However, the extent to which students with disabilities use accommodations during instruction is unclear. We surveyed and interviewed special educators and students with reading-related disabilities to learn more about their experiences with providing and using accommodations. In addition, we gathered their perspectives on situations in which accommodations are not used as frequently as deemed necessary. Results indicated that a lack of effective communication about the need for accommodations was a primary barrier to students not receiving accommodations more often. We provide implications for future research and practice.