This study applied multilevel modeling to examine the relationship between the percentage of children with mild/moderate disabilities in classrooms and children's language and literacy achievement over an academic year. The sample included 516 preschool children (mean age = 52.3 months, SD = 6.3) in 75 classrooms; 42% of the children had disabilities. The proportion of children with disabilities in a given classroom ranged from 7% to 92%. We found that the percentage of children with disabilities was not related to children's spring achievement for three outcomes: language, print-concept knowledge, and alphabet knowledge. These findings and further research directions are discussed. (author abstract)