The purpose of this research study was to investigate the perspectives of educational diagnosticians regarding male and female students receiving special education services in central Texas public schools. Since educational diagnosticians are the professionals who determine if students are eligible for special education services by administering diagnostic testing, possessing an improved understanding of gender similarities or differences in student admission to special services programs can provide educators with a more knowledgeable background of trends, further training, and/or need for specific areas of improvement in servicing various special sub-populations of students. Using a phenomenological approach to data collection, the researcher surveyed educational diagnosticians currently employed in central Texas public school districts within Texas Education Agency Region 12 regarding their respective experiences pertaining to gender-based student placement in educational special services. Additionally, the researcher received data from the Texas Education Agency regarding the number of male and female students enrolled in special education services for the respective districts involving the research study's participating educational diagnosticians. Four research questions were presented to each participating educational diagnostician: (1) What are central Texas educational diagnosticians' perspectives regarding the overall disproportionate representation of male public school students receiving special education services?; (2) What are central Texas educational diagnosticians' most commonly identified area(s) regarding specific learning disability(ies) for male students qualifying for special education services?; (3) Noting the often disproportionate differences in the gender of students in the central Texas public school districts receiving special education services, why do you think this difference exists?; and (4) Based on the diagnosticians' perspectives, what specifically identified programs are in place within their respective districts that contribute to or address this disparity? The results of this study revealed no newly emerging reasons as to why there is a disproportionate number of male students versus female students receiving special education services in public schools in a central Texas region. Furthermore, the surveyed educational diagnosticians revealed that the most identified specific learning disability diagnosed for their respective students was basic reading. The second most identified diagnosis for specific learning disability were written comprehension and mathematics problem-solving. The most identified number four diagnosis for specific learning disability was reading comprehension. In summary, understanding and addressing these more-identified, student-related specific learning disabilities will better assist educational diagnosticians in serving their special needs students. [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.]