This article provides an overview of the literature on special education law and policy and teacher preparation for special education technology use and identifies current issues, focusing on four key obstacles regarding the status of special education technology access and implementation: (a) the mismatch between legal requirements, policy recommendations, and the supports students with disabilities actually receive in schools; (b) the limited professional knowledge about special education technology and few meaningful options for making improvements to this professional body of knowledge; (c) the rapid pace of innovation in terms of availability of new apps, products, and hardware; and (d) the inherent conflicts between the commercial nature of special education technology and best special education technology practice. Recommendations, resources, and actionable ideas toward transformative change are shared with hopes for equitable and meaningful special education technology access and implementation for students with disabilities.