With the passage of the No Child Left Behind Act of 2001 (NCLB), redefined expectations and accountability appeared concerning education of students in the nation's schools. The focus of this article is to examine the ramifications of NCLB for students with special needs. In addition, given NCLB, the idea of inclusion--the practice of placing students with individual educational plans (IEPs) in regular education classes instead of limiting them to laboratory classes taught by teachers of students with special needs--for career and technical education now needs rethinking; and the methods of monitoring student success may need to be redefined.