This paper considers the unique and successful combination of using Direct Instruction programs with special education populations. The introduction establishes the need for valid, scientifically based materials. Next is a description of studies using Direct Instruction with students who have high-incidence disabilities. Thirty-seven studies were found across academic areas. In only 3 of the 37 studies did students who were instructed with other materials fair better than the students who received Direct Instruction. Next, a research review of 8 studies involving Direct Instruction and students with low-incidence disabilities is presented. These studies showed positive effects for this population, with one investigation showing higher effects when another component (Discrimination Learning Theory) was added to "Distar Arithmetic" than when "Distar Arithmetic" was used alone. In all, 45 studies were found across student disability categories with over 90% noting positive effects for Direct Instruction programs. Finally, conclusions are drawn regarding the effective combination of Direct Instruction and special education, and further research is called for particularly in the areas of language, spelling, writing, and mathematics. (Contains 6 tables.)