This paper provides an overview of the use of "opportunity to learn" (OTL) standards, in relation to its implications for students with disabilities. It reviews "opportunity to learn" standards in the Goals 2000: Educate America Act and in Congressional report language on Goals 2000. The paper offers five different definitions of "opportunity to learn" and discusses alternative perspectives on OTL standards, which view OTL standards as equivalent to school delivery standards, as one part of systemic reform, as sufficient inputs, and as allocated time or academic engaged time. State practices in the implementation of OTL standards are noted, specifically in California, New York, South Carolina, and Vermont. Treatment of students with disabilities in discussions of OTL standards is then explored, determining that treatment ranges from no mention of students with disabilities, to different OTL for students with and without disabilities, to special emphasis on students with disabilities. Measurement of OTL is also considered, focusing on time spent in school, time allocated to instruction, time spent engaged, funding and provision of resources, and content coverage/instructional practices. Major issues surrounding the concept of OTL standards are examined, followed by a discussion of implications for students with disabilities and recommendations. (Contains 45 references.) (JDD)