Students with disabilities (SWD) have struggled in regular classrooms for decades. Much research has been done regarding the effects of Garden Based Learning (GBL) on students without disabilities over the last 20 years (Blair, 2009; Ozer, 2007; Williams & Dixon, 2013). While most of that research showed positive effects, SWD were rarely included in those studies. This study used qualitative data gathered via interviews, observations, and surveys at an elementary school that utilized GBL to describe the experience of SWD in a school garden (SG). This study's main purpose is to narrow the gap in the literature concerning SWD and SGs and provide a basis for further research. This study examined how SWD functioned in a GBL setting and documented the benefits and concerns associated with that setting. Findings agreed with the literature for students without disabilities regarding access to the science curriculum and GBL being an active, positive experience for SWD with beneficial outcomes beyond the academic. Finally, this study includes recommendations for future research and implications for practice. [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.]