A comprehensive literature review revealed 66 reports involving science education for students with disabilities. These investigations were subdivided into (a) instructional strategies—including, instructional variables, mnemonic techniques, and text adaptations—and (b) science curriculum evaluation or comparison reports and involved students of all disability areas. Overall, it was found that (a) instructional variables including study guides and text adaptations exhibited a positive effect on student learning, behavior, and motivation; (b) mnemonic strategies were very effective in facilitating verbal knowledge of scientific phenomena; and (c) activities-oriented science curricula generally were effective in facilitating knowledge of science content, manipulative skills, and science process skills. These reports support previous recommendations for science education for students with disabilities based on documented characteristics of these students. Findings are discussed with respect to the overall goals of science education as well as future research directions for science instruction for students with disabilities.