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Current educational policies require the participation of students with disabilities in state assessments. Their participation has raised a number of issues, among them the need for accommodations. In this article we consider the role that assistive technology (AT) can play to alleviate current accommodations demands, and highlight research and practice on assistive technology outcomes in large-scale assessments. The variability in states' accommodation policies, and the consideration of AT as accommodations, heightens the importance of attending to AT in state assessments. Examples of assistive technology in current state assessments, including Kentucky, Minnesota, and Oregon, are presented. Several current and emerging research activities in this area are highlighted as well. We conclude by suggesting outcomes and benefits, and identifying issues that remain to be addressed. (Contains 3 figures and 1 table.)