As computerized speech-to-text (STT) technology has become more advanced over the past several years, more students with, and without, disabilities are using STT tools in the classroom and while taking assessments (Warren, Thurlow, Lazarus, & Strunk, 2018). Speech-to-text tools often are installed on school-provided computers or tablets and thus may be widely available to students for instructional use. This literature review describes what research conducted between 2008 and 2018 tells the field about the use of STT tools by K-12 and post-secondary students with disabilities. First, it highlights what the available literature says about the characteristics of students who used STT for instruction and assessment, and the methodologies and outcomes variables associated with those studies. Second, it describes the implementation of STT tools (e.g., training in use of STT, student attitudes toward the tools, and comparison of different types of tools). Third, it describes the effect of the technology on academic outcomes for students with different types of disabilities.