Legislation mandates that students with disabilities be included in achievement testing for accountability purposes, with only a few participating in an alternate assessment (Individuals with Disabilities Education Improvement Act [IDEA], 2004). The current study utilized data from the Special Education Elementary Longitudinal Study (SEELS) to determine both the extent to which such students participate and whether the amount of time spent in general education settings or provision of read-aloud accommodations during instruction predicted their participation in general statewide accountability testing. Regression analyses indicated that percent time in general education significantly predicted participation but read-aloud accommodation provision did not. The implications of the results for research and educational practice are discussed.