With the number of Hispanic students increasing in public schools across the United States, especially in Florida, instructional leaders should recognize Hispanic students being identified for special education programs. The problem was that Hispanic students may be misclassified, inappropriately identified, or disproportionately represented in special education programs due to an instructional leader's ability to influence decisions relative to special education identification. The purpose of this basic qualitative study aimed to explore elementary instructional leaders' perceptions of why Hispanic students may be misclassified, inappropriately identified, or disproportionately represented in special education programs and the influence instructional leaders may have on those decisions. Self-efficacy theory was used to frame the study, focusing on how individuals can be empowered to achieve goals and execute obligatory activities. The research yielded seven emergent themes: language acquisition, interventions, culture, curriculum and professional learning, diverse hiring practices, laws and processes, and leader communication. Research Question 1 was focused on instructional leaders' perceptions of factors contributing to the overrepresentation of Hispanic students in special education. Research Question 2 was focused on leaders' perceptions of their role in decreasing identification for special education. Research Question 3 was meant to explore perceptions of self-efficacy in meeting the needs of Hispanic students identified with disabilities. Purposive sampling was used to select 15 elementary instructional leaders from 13 suburban Florida school districts. Data were collected and analyzed from questionnaires, field notes, and interviews. Braun and Clarke's six-phase thematic analysis was utilized to identify patterns and themes to interpret results. [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.]