The purpose of this quasi-experimental study was to determine the impact of specific prereferral intervention strategies on the reduction of referrals to special education among identified 39 second-grade students from an elementary school in one public school district in New Jersey. A mixed research methodology incorporating quantitative and qualitative analysis was utilized. The data collected included pretest and posttest results from reading activities from the students, responses from the survey and rating scales distributed to the prereferral intervention team, classroom observation, and archival data. Participants of this research were a prereferral intervention team, 4 referring teachers, and 39 second-grade students. Statistical analysis of the data collected in this study implies that the prereferral intervention strategies implemented by the prereferral intervention team can reduce referrals to special education, improve student's academic achievement, increase teaching skills and improve student's behavior. This study revealed reduction in referrals to special education, and increased student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]