This paper identifies and discusses recent trends in the percentage of students with a disability identified in Australian schools in the 10-year period from 2000 to 2009. In addition, these trends are examined across government and nongovernment schools and considered in the light of the definition of disability used by Australian schools. In conclusion, the trend of an increase in the number of students with a disability identified in Australian schools appears likely to continue in the short to medium term despite the lack of a consistent administrative definition of disability. Further, public schools in Australia are shouldering much of the burden of catering for these increasing student numbers. (Contains 1 figure.)