Research consistently highlights a relationship between three major facets of the school-to-prison pipeline: race, special education involvement, and juvenile delinquency. However, controversy remains on the cause of this relationship. Special education involvement and race are common risk factors for the school to prison pipeline, yet research on bias within the eligibility process for special education is lacking. African Americans are disproportionately represented in special education and the justice system when compared to their White counterparts. Further, on cognitive performance and achievement assessments, African Americans consistently score one standard deviation below their White counterparts. Despite these findings, studies have failed to pinpoint the reasoning behind this disproportionality, and research examining the possibility of bias remains controversial. This study examined the influence of bias within risk factors related to the school to prison pipeline. Specifically, this study explored how implicit racial bias may influence the special education eligibility process by comparing scores used to determine eligibility by race. Results indicate significant differences in mean FSIQ and achievement scores between people of color (POC) and White sample groups, yet a significant difference in mean discrepancy scores used to determine special education eligibility between POC and White sample groups was not indicated. The significance of the findings, future directions for research, and limitations are 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.]