The least restrictive environment (LRE) is the legal right for students with disabilities to be included and educated with their non-disabled peers. However, at a fundamental level, LRE can be misinterpreted and measured inconsistently, creating a contentious environment for some schools and families of students with special needs. In the current study, using descriptive content analysis, special education due process hearings in the State of California over a five-year period available through the Office of Administrative Hearings were examined in order to identify characteristics of the students involved in LRE litigation and trends of LRE cases across the years. Results revealed that students involved in LRE-related hearings were mostly male, English-speaking, and classified as having a special education eligibility category of autism. An increase in general education placement was shown, and a decrease in home-hospital instruction. Future directions and implications for the implementation of LRE for school psychologists and special education teams are discussed.