Disproportionality of ethnic minority students in special education has been documented in the research literature for decades with consistent findings of significant overrepresentation for African American and American Indian students. However, there has been less study of the representation of Hispanic populations. The present study examined patterns of disproportionality for Hispanic students across low and high incidence disabilities categories in unified school districts within the state of Arizona. In addition, the study investigated how several sociodemographic were related to disproportionality. Descriptive analyses and nonparametric procedures were used to analyze the data The results of this study revealed that several school districts were over-representing as well as under-representing Hispanic students across eligibility categories. Also, differences in disproportionality were noted depending on the measure and criteria used to determine disproportion. Moreover, the present study identified school factors that may impact disproportionality across eligibility categories including proportion of Hispanic students enrolled in a district, ethnic minority teachers, ELL students, students eligible for free and reduced lunch, teachers with higher education credits past a bachelor's degree and teacher experience. Limitations and suggestions for future studies are presented.