A decade of least restrictive environments data from the annual Reports to Congress was analyzed to examine trends in placement practices between 2000-2011 for students with significant disabilities. Educational placement trends were calculated using an log ratio inclusion index, and students with significant disabilities were compared to groups of students with other disability groups, as well as for different age ranges. Results confirmed that access to general education settings with its implied content and social experiences is bleak, and appears to reflect a persistent low expectation of the ability and potential of students with significant disabilities to thrive in general settings. Implications for policies and practices as well as suggested future research are provided.