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The appropriateness and feasibility of the “Curriculum and Evaluation Standards” published by the National Council of Teachers of Mathematics were examined with respect to the mathematics education of students with disabilities. Eleven experts from the areas of mathematics education, special education, and assessment were surveyed using a five-point forced rating scale. To investigate the response patterns among the experts, their responses were clustered using a hierarchical agglomerative technique. Most of the experts reached consensus that the Standards should be addressed through curriculum and evaluation in elementary level math education. All respondents perceived that the basic skills were adequately and feasibly addressed in the elementary curriculum. Some experts who believed in the visions provided by the Standards also approved the feasibility of the Standards in evaluation. In contrast, others who were concerned about individual educational needs of students with disabilities did not readily accept the propositions of the Standards. Little agreement on the appropriateness and feasibility of the Standards was found beyond the elementary grade level. A discussion of the implications for the math education of students with disabilities is included. (Contains 13 references.) (Author/JDD)