Over the past 10 years increasing numbers of charter schools have been considered a viable option for many students seeking to obtain a quality education. Public charter schools and their administrators and teachers are obligated to follow the principles enshrined in federal mandates, such as the Individuals with Disabilities Education Improvement Act of 2004, Section 504 of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities Act. This study examines the capacity of charter school operators to create environments and service delivery models that effectively address the needs of students eligible for special education services via a survey of Wisconsin charter school operators and a content analysis of the applications of independent charter schools. The results indicate that charter operators, particularly those presiding over schools considered their own local education agency, experienced significant challenges with addressing special education in the planning and implementation of their charter schools. Policy implications for the role of charter authorizers are explored.