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Federal law mandates that inmates in the correctional system under the age of 22 be provided a Free Appropriate Public Education (FAPE) and that the correctional system be held accountable for ensuring that parent(s) of inmates under the age of 18 and inmates receive their due process rights. Given the differing attitudes of policy makers, citizens, prison workers, and prison administration toward education of incarcerated adults, the researcher believes this study is justified in that it adds to the discourse concerning special education of inmates under the age of 22, and it shows the successful efforts of the exceptional students program in the correctional system. This is a case study of one of North Carolina’s correctional facility’s implementation of the Individuals with Disabilities Education Act (IDEA). Additionally, the case study demonstrates how the Bronfenbrenner’s Ecology of Human Development System, mesosystem, exosystem, and the macrosystem influence the implementation of the IDEA and the provision of a FAPE to inmates with disabilities. The research questions that guided the study are as follows: (a) Do correctional educational personnel have adequate resources to implement the provisions of the Individual with Disabilities Education Act (IDEA)?; and (b) How do teachers [correctional educators] ensure that inmates with disabilities are provided a free appropriate public education? This study is limited to four educational administrators and six teachers who work in one of North Carolina’s correctional facility’s secondary school program. The correctional system is situated in the western part of the state in the foothills of North Carolina’s mountains. The study’s findings of the Individuals with Disabilities Education Act (IDEA) of incarcerated youth in one North Carolina’s correctional facility are based on this particular facility; its findings should not be generalized to this or any other correctional system’s special education program. The data collection methods of this study are limited to interviews, classroom observations, and exiting data. Content analysis procedures were the theoretical lens through which the data and the findings of this study were analyzed. Finally, the findings of this research study are as follows: Correctional education staff do have adequate resources to implement the IDEA; The utilization of resources are influenced by the ecological system, policies, procedures and practices of the prison environment; Teachers are providing a free appropriate public education to inmates with disabilities to the degree possible in a prison environment, and The areas of concern are with the ninety-day timeline, the graduation rates, dropout rates, IEP’s that are compliant with regulations, and discipline which is in line with reportedly from North Carolina Annual Performance Report (NCDPI), 2007 North Carolina’s overall implementation of the Individuals with Disabilities Education Act (IDEA).