This is a dissertation focused on the presence of cultural competence themes in teacher education and special education practice, and how cultural competence potentially impacts students who have been referred for special education. The current study is important due to its consideration of over-identification of some populations in special education (The Council for Children with Behavioral Disorders, 2013; Henderson, 2018; Shinn, 2007; Shippen, Curtis, & Miller, 2009; Vallas, 2009). This dissertation was a document analysis that compared a priori themes (special education, ability/disability, diversity, and race) and emergent themes (performance, consultation/collaboration, intervention). The Essential Elements by Lindsey and Lindsey (2016) were also used to evaluate the presence of themes of cultural competency in special education pre-referral, referral, and placement documents and the university outcome statements for teacher preparation programs. Many of the school-based documents were empty, with the expectation that teams would complete as they followed their processes. The results of this study revealed a disconnect between the publicly-facing documents that universities are publishing on their websites and the internal documents utilized by school districts to identify and place students with disabilities in special education. Several conclusions were drawn from this study; first, the nature of the reviewed documents was noted. As mentioned, the discrepancy between internal and outwardly available documents was noted. Secondly, many questions were left unasked due to the empty documents. Thirdly, personal bias in placement decisions was noted. When special education eligibility rates were compared by race and FRL status, a connection was identified; students of color and from lower income districts were still more likely to be identified as disabled. Implications for leadership and research, along with limitations were discussed. [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.]