Students with disability have the right to an inclusive education on the basis of equal opportunity to their peers without disability. Despite this, students with disability internationally and in Australia continue to experience barriers in accessing inclusive education and demonstrating their learning. Australian students with disability underachieve compared with their peers without disability despite expectations of quality, accessible assessment practice for all students. The aim of this study was to examine classroom assessment practice for students with disability. The focus of this study was on how teachers enable students with disability to engage with classroom assessment within the sociocultural context of official and intended inclusive education policy and enacted classroom practice. The study adopted a case study approach and investigated how two teachers supported three focus students with disability to engage with classroom assessment in a Year 7 classroom.