This comparative case study documents how special education policy takes form in practice, particularly in the context of virtual and hybrid learning during the COVID-19 pandemic. I draw on interviews, observations, and document analysis from two purposively sampled elementary schools and I contextualize these accounts through interviews and document analysis at the district, state, and federal levels. I highlight how policy actors conceptualized a “free, appropriate public education” and how special education teachers compromised FAPE when faced with limited time and guidance, technological challenges borne of virtual instruction, and varied student attendance. In addition to examining FAPE in relation to special education teachers’ work with students, I illuminate how policies regarding the roles of other educational staff, namely paraprofessionals and district-level special education support staff, shape the work of special education teachers. I interrogate how varying understandings of paraprofessional roles and training requirements across policy scales relate to the practical work of these staff members and special education teachers. I also examine how staff differently engaged with a district-created instructional coach position for special education, with attention to how differential role structures at each school shaped this engagement and impacted special education teachers. Throughout this work, I examine how actors funneled, narrowed, or rejected policy in practice. Overall, I demonstrate how policies and practices across federal, state, and local levels converged with school contexts and special education teachers’ logic[s] of compliance to shape distinct street-level enactments of special education policy.