In this brief article, a case example is provided that illustrates potential program-evaluation procedures for examining the outcomes of children served in different models of special education. Specifically, the goal of this project was to evaluate the academic outcomes of children served in self-contained versus inclusive models of special education programming in a midsize urban school district in Upstate New York. For this evaluation, similar student groupings were formed for analysis by controlling for age, years in placement, significant behavioral problems, and IQ. In this example, reading achievement was significantly higher for students participating in inclusive classrooms on both group and individual measures. No significant difference existed on measures of math achievement. Results indicated that within this school district, students who were educated in inclusive settings achieved at a rate that is comparable to or better than those educated in self-contained settings. Implications for other districts interested in engaging in similar program evaluations are discussed.