Traumatic brain injury (TBI) has historically been considered a low-incidence disability in public education, and yet estimates indicate that nearly 145,000 children in the United States aged 0-19 are currently living with long-lasting, significant alterations in social, behavioral, physical, and cognitive functioning from a TBI. Comparing this number with the total number of students receiving special education services under the TBI eligibility category found only 26,371 students across all grades. Thus, it appears that a large number of students with significant disability following TBI are not being served under the TBI category, and raises the possibility that many students are not being identified and/or effectively served by educational practitioners in the public-school system. This paper examined the discrepancy between the number of students expected to experience disability using hospitalization data for moderate-severe TBI and the number of students who receive special education services under the TBI eligibility category. On average, the number of students actually identified nationally under the Special Education TBI category is only 32% of the students who have moderate-severe TBI across the country. Possible reasons for this discrepancy are explored, including lack of awareness about TBI as a disability, lack of communication between hospital and school, under-reporting of injuries by parents, a narrow definition of TBI that excludes other forms of acquired brain injury, and students with TBI receiving services under alternate disability categories. Recommendations are offered for providing staff training on brain injury, increasing parent awareness of TBI, increasing identification of brain injury in students through screening, and program evaluation of school brain injury protocols.