This paper attempts to explore to what degree students with disabilities have access to education in the Swedish comprehensive and upper secondary schools. The research, which was commissioned by the Swedish Agency for Education, is part of the agency's sector liability towards government according to schooling for students with disabilities. The explorative approach implies neither of the concepts disability nor accessibility to become defined a priori but left in the hands of our informants to specify on the basis of their local contexts. Local politicians with responsibility for education, staff at local education offices, head teachers, teachers, special educators and students have been interviewed about their understanding of the degree to which their schools are accessible for all students.The four municipalities have been sampled in such a way that they represent different forms of local self- government. Two of them have a social democratic majority while the rest are ruled by a coalition of members from non-Socialist parties. It will thus be possible to get an indication of to what extent a relationship between steering policies and students' accessibility to education exists. The 24 students, representing a wide range of disabilities, are all 17-18 years old and enroled in upper secondary schools. The theoretical model used in the study has been developed by the Swedish political scientist Stig Montin who uses four idealtypical models of municipal government. A crucial question at issue is whether or not there is a relation between the view of all students' access to education and form of municipal government.The paper reports interim findings based on approximately 110 interviews along with local policy documents, evaluation reports and national statutory provisions. Our tentative results indicate that in municipalities with strong adjustment to the market, interviewees report on the importance of cost-effectiveness and economic awareness also when it comes to accessibility to education for students with disabilities. In municipalities characterized by endeavours to live up to nationally formulated visions of an inclusive approach to education, there is a clear tendency not to distinguish between students with and without disabilities which in turn implies an ambition to meet the needs of all students optimally.