Since the handover of the sovereignty from the United Kingdom to the People's Republic of China in 1997, there have been a series of change, development, and related issues in special education programs for learners with disabilities in Hong Kong. In this paper, we try to describe the background and recent trends, issues, and implications that have evolved in the past 10 years, including curriculum reform, inclusive education, change of academic structure, and quality-level school program advancement, which have directly or indirectly led to specific program enhancement in more appropriate assessment, curriculum tailoring, effective instructional strategies, information/instructional and assistive technology, parental involvement and home-school partnership, program effectiveness evaluation, and action research. The conclusion pinpoints current needs in further staff development, local and international networking, and overall team efforts.