The purpose of this qualitative study was three-fold. First, the purpose was to identify instructional strategies implemented by a virtual public high school to serve students with disabilities. Second, the purpose of this study was to show how the curriculum for students with disabilities developed in a virtual public school in a southeastern state. Lastly, the purpose was to determine how the virtual school in a southeast state addressed the educational requirements of students with disabilities in a manner consistent with the requirements of Individuals with Disabilities Education Act (2004). Utilizing semi-structured interviews, data were collected and transcribed through Transcribe, a transcription Website. The transcribed interviews where coded and analyzed for themes and findings. The following themes were found throughout the data: remediation activities, video and audio components, announcements, communication, co-teaching, technology skills, technology instruction, Common Core, development, instructional strategies, scaffolding, life skills, no difference, accommodations, IEP policy, partnerships, individualization, and blended learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]