Although the caseload of students with categorical disabilities and limited English proficiency has increased in recent years for secondary engineering design graphics teachers, the level of preparation to teach students with these characteristics has not. Given that teachers must develop inclusive classroom environments for all students, the current state for teacher preparation in regards to working with students with categorical disabilities and limited English proficiency needs to be explored. This study analyzes data from the School and Staffing Survey Teacher Questionnaire to determine the current characteristics, credentialing, and caseload for secondary engineering design graphics teachers. The results show that almost two-thirds of engineering design graphics teachers have a bachelor's degree or less, while half of those have less than a bachelor's degree. In addition, approximately one-third of all engineering design graphics teachers are certified through alternative licensing programs, which include little to no preparation in working with students with categorical disabilities and limited English proficiency. The implications of these results are that as caseloads increase for teachers working with students with categorical disabilities and limited English proficiency, more preparation is required to provide teachers with evidence-based pedagogy in order for these students to achieve their learning potential.