This study examined the extent to which students with disabilities are accessing alternative schools and Area Learning Centers (ALC) in Minnesota. Also of interest was the option used by students to enroll in the school, the extent to which students crossed district boundaries to attend the school, and differential participation by category of disability. Surveys were returned by a total of 63 directors of public or private alternative schools or ALCs. Results indicated that students with disabilities are accessing alternative school/ALC programs in ways similar to nondisabled students with approximately equal percentages using the High School Graduation Incentive, the Pregnant Minor/Minor Parent, and the open enrollment options. Students with emotional/behavioral disorders were heavily represented in these schools. It was also discovered that when students enter these programs, special education labels are often dropped and services discontinued. Concerns are raised about whether students with disabilities are receiving needed services in these programs, or whether, instead, the lack of labelling increases their success. (10 references) (DB)