Forty-one students who had special education histories and who were recommended for expulsion in one district were grouped and described according to their disability, onset of services, and services trajectory. Most students exhibited additional emotional and behavioral risk factors or were experiencing stressful family circumstances. The age at which special education services were initiated was related to case complexity and possible confusion about how best to serve the student within the context of special education services. Conduct problems that accompanied disabling conditions were likely to lead to full expulsion hearings or dismissal from special education services. These observations are discussed in the context of school systems' dilemma of balancing safe school environments with their obligation to service students with disabilities.
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