The severity of symptoms in bipolar disorder, which can severely impact a child's social and educational adjustment, necessitates an in-depth understanding of this disorder for all educators. Experts in bipolar disorder have recommended various accommodations that can mediate the effects of this disorder on classroom performance and promote successful outcomes for children. In this analogue case study, 330 teachers completed a survey in which they were presented with varying levels of information about bipolar disorder and then rated their likelihood of providing various classroom accommodations. Demographic data and information on such factors as teaching and special education experience was collected to explore how these factors interacted with teachers' likelihood of providing classroom accommodations. Multivariate analyses of covariance were used to analyze the data, and results indicated that: (a) providing teachers with increasing levels of information about bipolar disorder did not appear to impact teacher likelihood of providing accommodations; and, (b) teachers with special education teaching experience were more likely to provide all types of accommodations. Further research is needed with larger and more diverse samples, and the effectiveness of the expert-recommended accommodations for students with bipolar disorder also should be investigated.