The criteria regular education teachers use to determine which students to refer for evaluation not only vary, but are also unclear. In the best interest of children, it is important to understand what leads to a teacher referral of certain students and not others. Thus the primary objective of this study was to identify the factors that influence teachers' decisions to refer students for special education evaluation. Such information may be helpful in reforming the special education referral process. Results of this study suggest that there is a significant difference in referral for special education consideration based on teacher's "Gender", type of "Teacher certification", "Geographical location of the school", and "Teacher competency". (Contains 2 tables.)