In 2007, services under the Individuals with Disabilities Education Improvement Act were provided to almost 6 million students with disabilities (Data Accountability Center, 2011). By virtue of their eligibility, these students were entitled to a "free and appropriate public education" (FAPE). To ensure that students receive FAPE, districts must follow procedures in developing the an individualized education program (IEP), and the services outlined in the IEP must be carefully designed to provide educational benefit. These services include special education and related services as well as supplemental aids and services, modifications and accommodations, and supports for personnel (Individuals with Disabilities Education Improvement Act [IDEIA], 2004). Related services include developmental, corrective, and other supportive services as needed to assist a child with a disability to benefit from special education. Similarly, students covered under Section 504 of the Americans with Disabilities Act (ADA, 1990) are entitled to FAPE, which may involve the use of supplementary aids and services (and reasonable accommodations). One such support that has been the subject of recent case law is the use of service dogs, particularly for students with autism. Service dogs for students with autism serve purposes such as safety and therapeutic benefits (Modlin, 2000). Although there is still much needed research to establish the efficacy of the use of service dogs, courts have been increasingly asked to rule on the issue. The purpose of this report is to review relevant federal legislation and case law as it applies to the use of service dogs.