The students (n = 117) in this quantitative study were enrolled at a campus housing both an alternative and charter school. Using a survey assessing student perceptions of improvement in three domains--academic, behavioral, and social--this study examined the difference in responses between students with and without disabilities. Compared to the schools they previously attended, students felt that their current school, be it the alternative or charter school, was helping them make positive changes. Moreover, analysis found a statistically significant difference in perception between students with and without disabilities. Implications of these findings for research and practice are discussed. (Contains 6 tables and 27 notes.)