Research focusing on the experiences of special education students in online K-12 schools is scant despite growing numbers of enrollments. This study utilized an emailed survey to understand the motivations and experiences of a group of special education students (n = 30) and their parents (n = 29) while enrolled in an online K-12 school in the U.S. Responses indicated that the three most compelling reasons for choosing the school were flexibility, previous poor fit, and teacher availability. Qualitative analysis of open-ended responses produced two major themes--prior experiences and affordances of the learning environment--with sub-themes related to bullying, personnel, academics, disabilities and accommodations, health considerations, lack of support, self-determination, and the where, when, and how of online learning. These findings may help policy makers enact policies and online educators adapt their approach to better meet the needs of K-12 students with special needs.