This paper considers whether the involvement of student teachers with disabilities in clinical settings indicates a need for accommodations as mandated under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. It stresses the importance of identification and involvement of all stakeholders and a structure for implementing the entire student teaching process. It briefly describes four court cases directly relevant to decisions about student teachers with disabilities and offers a conceptualization of disabilities and provisions. Stakeholders in the student teaching process are specifically identified and the need for adequate preparation is stressed. Pre-support activities such as identifying accommodations that will or will not transfer into clinical settings are discussed. This is followed by consideration of support needs during the actual student teaching experience. Also considered are monitoring and evaluation activities. Finally, performance outcomes are discussed in terms of standards for success and failure. (DB)